Tuusula Education Services Academic Year Assessment 2024–2025: Focus on well-being and a sustainable future

Tuusula municipality’s pre-school groups, primary schools, after-school clubs and upper secondary schools assess the achievement of their objectives annually. The objectives are selected for each service area for each school year and, based on this, for the units in the education sector for the joint development plan for 2022–2025, taking into account the assessments and surveys carried out in the previous school year. The plans are refined throughout the school year, taking into account the needs and interests of children and young people.  

The academic year estimates for 2024–2025 were discussed by the Education and Culture Committee in August–October 2025.    

Different aspects of well-being as part of everyday life in pre-school education 

The importance of plans supporting pre-school education, Agenda 2030 and Tuusula’s environmental education plan, digital strategy and TaikaKultsu, i.e. cultural education plan, was evident in the units’ assessments for the previous school year. The prevention

of and intervention in bullying was strongly evident. Proactive measures, positive pedagogy and active reinforcement of social skills have increased cohesion and group formation. The Miniverso programme has brought systematicity and concreteness to mediation. Various

factors contributing to well-being were highlighted. In all units, full-day pedagogy was seen as important in different areas as a facilitator of wellbeing and learning and as a means of strengthening participation. The evaluations show that the well-being and safety of children have been a central focus throughout the year, with a desire to develop and strengthen these areas. Nature

pedagogy is strong in Tuusula. Nature, and forests in particular, have been recognised as a way to promote physical activity, well-being and learning. Food education appears to have become part of everyday life and the children’s entire day.

The children’s participation in peer groups is highlighted in the evaluations in many ways, and play is recognised as a key working method in pre-school education, especially supported play. Project work is seen as a strong enabler of participation in everyday pre-school education. The annual customer survey

for pre-school education was conducted in spring 2025 in several languages. 

Agenda 2030 and sustainable future as development targets for primary schools

As in the previous school year, the joint development focus for primary and secondary schools was a sustainable future and striving to achieve the Agenda 2030 goals. During the school year, the units implemented the contents of the Agenda 2030 steps in accordance with the plan.  

As part of their academic year plan, schools selected two to three areas from the development plan for the field of education as their own development targets. 

Schools organised joint events and pupil participation developed as expected. This had a major impact on well-being in school communities. Tutoring, on the other hand, focused strongly on the New Literacy Skills programme, which promoted the digital skills of pupils and staff. A major

issue during the school year was preparing for the reform of support services. The curriculum was updated to meet national objectives. 

Tuusulanjärvi School and Tusby Träsk Svenska Skola opened at the start of the school year. Cooperation was established and developed together with the building operators. The construction of the Riihikallio and Rykmentinpuisto schools progressed as planned and they were completed in time for opening. 

A guardian survey was conducted in several different languages in spring 2025. Guardians gave the schools’ activities an overall rating of 8.5/10.   After-school

activities for schoolchildren were organised in a total of 12 different clubs, with approximately 480 participants. The organisation of everyday afternoon activities emphasises a child-centred approach, fairness and safety. The activities have been organised with the children’s wishes in mind – crafts, exercise, parties and theme days, such as Halloween, Easter egg hunts and colour days, have brought joy to the days. Outdoor activities and free play have been popular. According to feedback

collected from guardians and children, the level of enjoyment in the afternoon activities is very high, with an average rating of 4.7/5. 

Well-being and a sustainable future at the heart of upper secondary school operations

The common goals of Tuusula Upper Secondary School’s three campuses were well-being and a sustainable future. The goals were divided into periodic sub-goals. 

The selected objectives were promoted in everyday life, in the community student welfare group and by the well-being team. The theme of well-being was also approached through pop-up-type low-threshold events, such as well-being breakfasts and exercise days.
  During the school
year, the upper secondary school focused on the following projects: Solutions to problems – learning support for the future, Strengthening community-based student welfare and school community well-being, the UNESCO and BSP (Baltic Sea) project, and the Erasmus+ project. 

Student participation and opportunities to influence were supported by team reading activities and representation at teacher meetings and community student welfare groups. In addition, tutors supported first-year students throughout the academic year. At the end of each term, students were asked to provide feedback through a term feedback survey. The upper secondary school’s activities were developed during the academic year based on the responses. 

Further information:  Pre-school

education:  Head of
Early Childhood Education Sini Viitala, sini.viitala@tuusula.fi, +358 40 314 3330

Basic education, after-school activities for schoolchildren and upper secondary education:
Acting Head of Education Jyrki Aronen,jyrki.aronen@tuusula.fi, +358 40 314 4273  

This content has been translated using AI