Primary and lower secondary education consist of grades 1–9. Compulsory education begins in the year a child turns 7. Primary and lower secondary education lasts 9 years, until students are 15–16 years old.

Before primary and lower secondary education, all 6-year-olds have one-year pre-primary education.

Primary and lower secondary education is given in primary and lower secondary schools. Schools can have grades 1-2, 1-6, 7-9 or 1–9. There are also some private schools. The largest group of private schools are Waldorf Schools.

Pupils usually go to the school nearest to home.

After primary and lower secondary education students usually continue their studies in general upper secondary education or vocational education and training. Compulsory education ends when students are 18 years old.

Some details about Finnish primary and lower secondary education: 

  • 2 010 comprehensive schools in 2025 

  • 535 857 students in 2025

  • average school size 267 students in 2025

  • education compulsory since 1921  

  • free school meal since 1948 

  • 2 national languages: Finnish and Swedish

  • 4 native languages: Sami languages (Northern Sami, Inari Sami and Kolt Sami), Romani, sign language and Karelian language

  • the most common immigrant languages 2024: Russian, Estonian, Arabic, Ukrainian, Somali, Kurdish, Persian, Albanian and Vietnamese.

  • 90 % of schools Finnish-speaking, 10 % Swedish-speaking

Pre-primary, primary and lower secondary education are free of charge in Finland. Textbooks and other learning materials are also free of charge. Pupils get a free school meal every day. Healthcare and welfare services are also free. School nurses, dentists, school psychologists and social workers are available through schools. If pupils live far from school, they get free school transportation. 

 

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There are 20 compulsory subjects in total during primary and lower secondary education. In grades 1 and 2 there are 9 subjects, and the number of subjects increases in upper grades. At which grade individual subjects are taught, and which subjects can be studied as optional studies, varies between schools. 

In grades 1–6 the same class teacher teaches most of the subjects and in grades 7–9 there is a subject teacher for each subject. 

The subjects studied in basic education are

  • mother tongue and literature (Finnish or Swedish) 
  • second national language (Swedish or Finnish)
  • foreign languages
  • mathematics
  • environmental studies
  • biology
  • geography
  • physics
  • chemistry
  • health education
  • religion
  • ethics
  • history
  • social studies
  • music
  • visual arts
  • crafts
  • physical education
  • home economics
  • guidance counselling.  

There are also lessons for optional lessons for artistic and practical subjects and also optional studies. 

In addition to individual school subjects, pupils learn broader skills and transversal competences which are considered important topics in today’s society and in pupils’ future life. These competences cross subject boundaries. Transversal competences are always taught, studied and assessed as part of the different subjects. 

Finnish primary and lower secondary education emphasises the following transversal competences:

• thinking and learning to learn 

• cultural competence, interaction and self-expression 

• taking care of oneself and managing daily life 

• multiliteracy 

• ICT Competence 

• working life competence and entrepreneurship 

• participation, involvement and building a sustainable future 

Graph illustrating subjects and transversal competences. Content described on webpage.
Photo: EDUFI

 

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There are no national tests in primary and lower secondary schools in Finland. Instead, all assessment of students´ learning and competence is done by teachers - class teachers for their own class and subject teachers for their own subject.   

The main types of assessment of students´ learning and competence are continuous assessment during studies (formative assessment) and final assessment (summative assessment) at the end of the school year. Continuous assessment is done throughout the school year, so it is part of daily schoolwork. Teachers give feedback regularly and help pupils notice their strengths and challenges. As a part of continuous assessment students also assess themselves (self assessment) and their peers (peer assessment).

Teachers assess students’ learning and competence in various ways, for example through exams, class work and participation in class activities. Parents or guardians are regularly updated on their children’s progress. 

Students get a school report at least once after every school year. In lower grades the assessment is written and descriptive. At the latest in the grade 4 the assessment is numerical.

The scale used is numerical grades 4–10:

  • 10 Excellent

  • 9 Very good

  • 8 Good

  • 7 Satisfactory

  • 6 Moderate

  • 5 Adequate

  • 4 Fail

Graph showing the process and elemnts of student assessment. COntent described on webpage.
Photo: EDUFI

 

 

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Revised legislation (Basic Education Act) on support for learning and school attendance came into effect 1 August 2025 as well as chapter 7 Support for learning and school attendance in National Core Curriculum for Basic Education (2014).

According to Basic Education Act all students have the right to be given support for learning and school attendance. This support is organised and developed according to the principles of inclusion. These principles guide planning of teaching, evaluation, development and cooperation. The aim is that each child is able to function, develop and learn as a unique individual and member of the community.

Teaching arrangements that support the conditions for learning are

  • forms of group-based support

  • student-specific support measures

  • derogation from the syllabus or curriculum objectives

Students can also be given other educational services.

Read more about support for learning and school attendance in a presentation made by Finnish National Agency for Education:

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Municipalities – 309 municipalities in Finland in 2023 - are responsible for arranging primary and lower secondary education. They have a lot of autonomy and can decide independently how to arrange schooling in practice in their area as long as they follow the laws and regulations. Because of this, there are variations between schools. 

Almost all schools are public and there are very few private schools in Finland. From the pupil’s point of view there are no differences between public and private schools as they differ only administratively.

Teachers also enjoy a high level of autonomy. They can independently choose their teaching methods and the materials they use. The teaching profession is traditionally well respected in Finland. 

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