Academic, career and psychological guidance form a whole that is not always easily separable into these three sections. They are also closely related to support for learning, on which you can read more in other subchapters of chapter 11.  

The Finnish National Agency for Education (EDUFI) has published Criteria for Good Guidance (last accessed 05/12/2025) as a recommendation for education providers. 

Academic guidance

Early childhood education and care (ECEC)

There is no academic guidance for children at this educational level. For information on transition to comprehensive school education, see chapter 3.3. 

Comprehensive school education 

The pupil's right to receive guidance is stipulated in the Basic Education Act 628/1998 (Perusopetuslaki 628/1998) (last accessed 5/12/2025). 

Academic and career guidance are closely related. The development of pupils' knowledge about further studies and of their future planning skills is a continuous process, the content of which is explored throughout comprehensive education. Guidance is carried out in cooperation with guardians. It also connects the school to the world of work and the larger society. 

Study and careers guidance is a separate, common subject for all (see distribution of lesson hours in chapter 4.2). The objectives are defined in the National Core Curriculum for Basic Education 2014 (Perusopetuksen opetussuunnitelman perusteet 2014) (last accessed 5/12/2025). Study and careers guidance includes supporting pupils in their studies and providing personal guidance considering further studies. Guidance can also be provided remotely and by digital means. 

Each school prepares a guidance plan as part of their local curriculum. The plan is created in collaboration with pupils, guardians, and stakeholders, and schools evaluate the implementation of its objectives regularly. The plan outlines:

• structures for organising student and careers guidance
• methods of operation
• division of tasks and responsibilities
• multidisciplinary networks needed to achieve the goals
• cooperation between home and school, and school’s collaboration with and arrangements for familiarization with the world of work.

According to the National Core Curriculum, guiding the pupil is the responsibility of all teachers. Each teacher has the duty to guide pupils in their studies and help them develop their learning to learn skills.

The subject of study and careers guidance is provided by a study and careers adviser.

In lower secondary education (grades 7–9), where pupils are taught by subject teachers, each class has a homeroom teacher who is in charge of the class in question. Guidelines for the duties of a homeroom teacher are provided in the Municipal Collective Agreement for Education Personnel 2025–2028 (Kunta-alan opetushenkilöstön virka- ja työehtosopimus 2025–2028) (last accessed 22/10/2025). 

The homeroom teacher is responsible for the educational well-being of the pupils in their assigned class and overseeing their academic progress. The homeroom teacher represents their pupils in matters related to teaching and school discipline. A key part of their role is maintaining communication with pupils’ guardians. They also play a significant role in monitoring absences and addressing them when necessary.

If a pupil needs support in applying for further education, the Basic Education Act entitles them to receive intensive personal guidance tailored to their needs in grades 8 and 9, in addition to the common subject. 

Also pupils whose instruction is organised by activity areas receive guidance, including study and careers guidance and, if necessary, intensified personal study and careers guidance in grades 8 and 9. They are also provided with introduction to the world of work in grades 7–9, provided it aligns with their functional ability and best interest. This can be done by, for example, getting familiarised with different professions, workplaces, supported living, day activities, or fields of study.

General upper secondary education

The student's right to receive guidance is stipulated in the Act on General Upper Secondary Education 714/2018 (Lukiolaki 714/2018) (last accessed 15/10/2025). 

Education providers prepare a guidance plan as part of their local curriculum. The plan is created in collaboration with students, guardians, and stakeholders, and the implementation of its objectives is evaluated regularly.  

In general upper secondary education, students receive:

• individual guidance
• group-based or subject-specific guidance
• small group and peer guidance.

At the beginning of their studies, each student prepares a personal study plan. When preparing the personal study plan, the student's previously acquired competences are identified. The plan is updated regularly in collaboration with the student. It is agreed at the school who is responsible for assisting students in preparing the study plan and monitoring the progress of studies.

The personal study plan includes:
• a study plan
• a matriculation examination plan (see more on the examination in chapter 5.3)
• a plan for further studies and career.

Study and careers guidance is a separate, common subject for all (see distribution of lesson hours in general upper secondary education for young people in chapter 5.2). It aims at supporting the student at different stages of their studies to develop their capabilities to make choices and solutions concerning education, training and future career. The objectives are defined in the National core curriculum for general upper secondary education 2019 (Lukion opetussuunnitelman perusteet 2019) (last accessed 13/10/2025). 

Through study and careers guidance, students receive information about, for example, the world of work, different sectors and entrepreneurship. Students also have the opportunity to become familiar with further education through so-called higher education previews.

In addition to the common subject of study and careers guidance, students receive guidance for studies, which refers to personal and other support concerning studies and transition to further education. 

The main responsibility for practical arrangements of guidance belongs to the study and careers advisor, but it is the task of all teachers to guide students in the subjects they teach and to help the students develop their learning-to-learn skills. The duties of homeroom teachers in general upper secondary schools are similar to those working in lower secondary education. 

Guidance can also be provided remotely and by digital means. 

The Act on General Upper Secondary Education requires the education provider to offer guidance related to further studies and career planning to graduates during the year following their graduation if they have not secured a place in further education. 

In general upper secondary education for adults, there is no study and careers guidance as a separate subject, but students have the right to receive guidance. The objectives are described in the National core curriculum for general upper secondary education for adults 2019 (Aikuisten lukiokoulutuksen opetussuunnitelman perusteet 2019) (last accessed 15/10/2025).

Vocational upper secondary education and training (VET)

The student's right to receive guidance is stipulated in the Act on Vocational Education and Training 531/2017 (Laki ammatillisesta koulutuksesta 531/2017) (last accessed 15/10/2025). VET providers are not required to make a guidance plan in the same way as education providers in comprehensive school education and general upper secondary education are. However, the Act requires VET providers to evaluate the quality and effectiveness of all the activities they provide and improve them continuously, including guidance.

Guidance in VET includes supporting students in developing their and working life skills, making choices during their studies, and transitioning to further education and employment, or advancing in their careers. Students have the right to receive personal and other necessary guidance. 

A personal competence development plan is prepared together with each student. The plan includes information on the identification and recognition of the student's competence, competence acquisition and demonstration needed, as well as guidance and support measures. The career planning process begins at the start of the studies and is updated as the studies progress.

Guidance is provided both individually and in groups. In addition to study and careers advisers, guidance is provided by other teachers as well as group tutors. Guidance can also be provided remotely and by digital means. 

All initial vocational qualifications include studies that strengthen students’ readiness for learning and career planning. The aim of these studies is to help students identify their interests and make informed choices regarding their education and career.

A student who has completed an initial vocational qualification may also request guidance on applying for further studies from the education provider where they completed their qualification. As prescribed in the Act on Vocational Education and Training, the right to receive guidance for further studies continues for one year following graduation.

Psychological counselling

Psychologists and social workers promote the well-being of the school and study community, foster cooperation with learners’ families and other close relations, and support learning, well-being, and social and psychological skills of the learners. Besides personal services, they contribute to communal student welfare. 

Psychologists support and promote mental health by addressing learning difficulties, challenges with attention and working habits, emotional development, crises, and social interaction issues. They conduct assessments, provide consultation, and write statements for educational arrangements or further examinations. 

School social workers support learners in difficult family situations, social relationship challenges, and issues related to school attendance. Their work promotes the well-being of the entire study community and strengthens cooperation between homes and educational institutions. Social workers may be involved in matters such as classroom atmosphere, conflicts, truancy, bullying, family issues, and transitions due to school or class changes.

ECEC

In ECEC, excluding pre-primary education (see chapter 3), there is no statutory right to psychological counselling. However, the Act on Early Childhood Education and Care 540/2018 (Varhaiskasvatuslaki 540/2018) (last accessed 22/10/2025) states that when organising ECEC, municipalities must collaborate with those responsible for education, physical activity and culture, child welfare and other social welfare, maternity and child health clinic services and other healthcare, and with any other organisations as needed. The importance of multidisciplinary cooperation becomes particularly evident when any of these parties express concern about a child's development or well-being, or when support for the child is being planned and arranged.

The Act also states that ECEC service organisers have the right to receive the information necessary for providing the child’s ECEC, including from social and health care authorities, services and providers. 

In pre-primary education, pupil welfare services include psychological and school social work services as well as health services, which are provided as child health clinic services targeted at the age group in accordance with the Health Care Act 1326/2010 (Terveydenhuoltolaki 1326/2010) (last accessed 14/10/2025). 

Comprehensive school education and upper secondary education 

In primary and lower secondary education, as well as upper secondary education, student welfare includes school healthcare, and psychologist and social worker services. 

Student welfare aims at promoting the pupils’ and students’ learning and at supporting their physical, psychological, and social well-being as well as at preventing various problems—such as bullying, harassment, discrimination, and violence—from arising. It is primarily implemented as preventive, communal student welfare that supports the entire school community. In addition, learners have the right to individual student welfare.

Student welfare services are free of charge. The wellbeing services county in which the educational institution is located is responsible for organizing the services according to the Student Welfare Act 1287/2013 (Oppilas- ja opiskelijahuoltolaki 1287/2013) (last accessed 22/10/2025).

Career guidance

ECEC

There is no career guidance for children at this educational level. 

Comprehensive school education

The school's guidance plan also describes the school's cooperation with the world of work. 

During the final years of comprehensive education, pupils are provided with periods of introduction to the world of work. Most commonly, they explore working life through one or two-week work experience learning periods, which may also include opportunities to become acquainted with VET. 

General upper secondary education 

According to the Act on General Upper Secondary Education 714/2018 (Lukiolaki 714/2018) (last accessed 15/10/2025), studies must be organised so that it is possible for students to develop their skills for the world or work and entrepreneurship.

The school's guidance plan also describes the school's cooperation with the world of work. 

Education providers can, for example, organise different kinds of visits and sessions with guest speakers as well as other events as they wish. 

VET

Besides at the educational institution, career guidance is also provided during workplace education and training, supporting the student’s readiness for work and career planning.