April 8, 2024

In the heart of Finland, amidst its lush forests and pristine lakes, stands—and tinkers—a figure emblematic of the Finnish spirit of education—Jukka O. Mattila. A physicist turned educator, Jukka’s career is a testament to a life dedicated to enhancing the quality and accessibility of small, naturalist schools.

This March 26, 2024, I was fortunate enough to interview Jukka. He reached out to the Small Schools Coalition, a group I founded in 2011 to give small schools a voice. “I kept looking for small school groups and organizations, and at last I found you,” he claimed.

Jukka is the head of the Finnish Association of Small Secondary Schools, FASSS, founded in 1997. “It is very seldom that I can talk about small schools with other people.”

As we spoke, Finland had just placed first in the world in happiness rankings for the seventh, consecutive year. Plus, it has seven times been ranked among the top performing schools in the world. (These school rankings are based on the PISA exams^[1]The PISA tests, or Programme for International Student Assessment, are international assessments conducted by the OECD every three years. They evaluate the abilities of 15-year-old students worldwide … Continue reading. Jukka seemed pleasantly surprised by all this ranking:  there are no happiness programs or initiatives in Finland, much less rankings on schools. Although there is free lunch, for all students!) How can this all be?

Since Jukka is the founding leader of the Finnish Association of Small Secondary Schools, FASSS, incorporating 182 member schools, half of all Finnish senior high schools, and since they are showing such amazing findings in both happiness and learning, I wonder: does this make him the happiest teacher in the world?

He claims he has no idea about the meaning of this kind of data.  At 82 and with seven grandchildren, he looks not much more than half his age and he still skis, fishes and watches the Northern Lights with the reindeer up in Lapland. Our hour and a half flew by, and here are my findings:

Finnish Schools Ranking at the Top

Jukka is humble about the ironies of the world findings about Finnish schools:

“We have no standardized test except at 18 years as high school maturity… we have not had school inspectors in 40 years. All responsibility is given to schools, their principals, and their teachers. Everybody trusts everyone. The National School Board of Finland trusts schools and the schools trust the National School Board. The parents trust the schools and the teachers. Trust is the essence of the entire Finnish school system.”

Jukka O. Mattila

A fundamental point of pride is autonomy—Finnish principals have the latitude to work on behalf of their students and teachers in the local context with rather flexible regulation from the National School Board of Finland. Unlike in most countries where education has become increasingly centralized, Finnish principals and teachers enjoy far-reaching educational freedom and autonomy.

Likewise, there exists practically no organizational hierarchy at the Finnish schools. Of course, due to his or her overall responsibility, the principal steps a bit above the teacher staff, but between the teachers there is really no hierarchy. Everyday pedagogical work is based upon trusting relationships—a fact that is not only in concert with prevailing leadership theory, but that really sets smaller organizations and causes apart.

The Small School Advantage

FASSS, under Jukka’s leadership, has been a beacon of innovation, emphasizing the inherent advantages of small learning communities. With 182 member schools, literally half of all Finland’s senior high schools nestled in the scenic rural landscapes of Finland, FASSS showcases a model where intimacy in education thrives.

A little-known research finding that keeps turning up for me at home, in Grauer School surveying, is that students value their time with teachers outside the formal class lessons even more than they do in classroom instructional time. Jukka affirms this finding. “The relations between teachers and students are much more intimate,” he says. “Teachers can pay attention to students as individuals.  The teachers at small schools know even the students they do not teach.”

FASSS schools have between 12 and a little more than 200 students. In these schools, students are not just faces in the crowd; they are the heart of a familial learning environment where teachers know every student personally, transcending the traditional, bureaucratic teacher-student dynamic.

The optimal number is 150, a number 150 often associated with Dunbar’s number. Robin Dunbar, an anthropologist and psychologist, proposed this number as a cognitive limit to the number of individuals with whom any one person can maintain stable social relationships. Beyond this number, it becomes harder to keep track of social dynamics and connections. This number is not just arbitrary; it’s supported by various studies and observations across different societies and contexts.

But Jukka is quick to point out that big can be small, just as small schools are “big” in impact: “I had a friend who was a vocational institute principal in Helsinki of 2000 students. She had divided school into departments of 100 students… then you can have some of the benefits of small.” In the United States, we call this “schools within schools.” This approach typically involves creating smaller, more personalized learning environments within the context of larger educational institutions, aiming to provide more focused, intimate, and supportive educational experiences for students.

Jukka also points out how we can have the big in small. For instance, he illustrates, 30-40 very small, separate bus companies all move around Finland, but all are painted the same; hence, small school bussing is branded and visible! This collaborative branding is what the Small Schools Coalition is doing as schools collaborate for combined efforts, and what drew Jukka to us. Likewise, the annual FASSS Benchmark Guide (available in Finnish language, but with Google translator) enables Finnish small schools to share their good practices.

Global Reach in Local Settings

Jukka’s passion extends beyond Finnish borders. One of his friends has founded a company, “Finest Future”, which invites students from as far as Myanmar and Vietnam and Brazil to do their high school amidst Finland’s tranquility. Tens of FASSS schools have become microcosms of global learning, rooted in the Finnish tradition but with a vision that looks confidently outward. Noteworthy is that these foreign students first learn Finnish language, before entering their Finnish high schools.

The global reach enables Finnish leaders and teachers to gain in their global perspective. By comparing international practices, we learn that Finnish students have much fewer hours at school and much less homework. Students from all over the world come to Finnish schools and, Jukka explains, they complain that in their home countries they have nothing but schoolwork. “In Finland, we teach less so our students have time to learn more…”

Education That Mirrors Life

A man of varied interests, Jukka finds joy in gardening, building community and, notably, in poetry. His poems reflect a philosophy that education should mirror the multifaceted nature of life. Jukka’s poetry, much like his educational vision, is characterized by its sensitivity to the diversity of experiences and a masterful intertwining of practical knowledge with creative expression.

Here is the start of a 2022 poem from Jukka to the FASSS treasurer’s 50 years birthday, where he compares the school management to a “friend-uncle” even though the school has financial threats:

Treasurer

Much trust has been placed in the clever man:

the euros have been guided to good care.

The responsibility for financial management rests with this

friend-uncle of small schools.

Where closure is a threat to operations …

Jukka O. Mattila

Trust as the Foundation

Jukka cites Finland’s extraordinary PISA results not just as a testament to the country’s educational model but as a byproduct of a culture built on trust. With no standardized tests until the age of 18, Finnish education leans on the principle of “freedom and responsibility,” a trust that educators will deliver without the need for rigid oversight.

How does Finnish education incorporate the natural world?

This question warrants its own interview and article, but briefly, Finnish education is well-known for integrating nature and outdoor experiences into the curriculum. This connection to nature starts early and is a fundamental part of the learning experience in Finland. Here are some of the nature experiences Finnish children might have in school:

• Outdoor Lessons & Environmental Projects: Classes often take place outside, where students learn about various subjects in a natural setting. This can include lessons in biology, geography, environmental science, and even art and literature. Students participate in projects that involve planting trees, maintaining local green spaces, and studying local ecosystems.
• Forest Schools: Some schools have special programs known as “forest schools,” where children spend significant time learning in the forest, engaging with the environment directly and learning about flora, fauna, and sustainability.
• Everyman’s Rights (‘Jokamiehenoikeudet’): Finnish law grants everyone the freedom to roam the countryside, pick wild berries and mushrooms, and fish with a simple rod and line. Schools often teach students about these rights and responsibilities, encouraging them to explore and learn from the natural world responsibly.
• Winter Sports: With long winters, schools incorporate activities like cross-country skiing, ice skating, and snowshoeing into physical education classes, fostering a love and respect for the winter environment.
• Summer Camps: Summer camps are popular in Finland and often focus on outdoor activities, nature exploration, and survival skills.
• Nature Trails and Parks: Practically every FASSS member school is located within a forest or near lakes or rivers and makes regular use of these for educational nature walks and exploration.
• School Gardens: Some schools have their own gardens where students can learn about plants, grow vegetables and flowers, and study ecology.
• Field Trips: Schools organize field trips to the nature: lakes, forests, and islands to provide hands-on learning experiences related to the natural world.
• Wilderness Courses: Older students may have opportunities to take part in wilderness courses and expeditions in places like Lapland, where they can experience the unique ecosystems of the Arctic.

By incorporating nature experiences, Finnish education aims to foster a deep connection with the environment, promoting ecological awareness and a sense of stewardship for the natural world.

What is the impact of both small schools and more time in nature, and can you measure it?

When I ask this of Jukka, he says he can’t really measure it. “I can prove it in other ways—the foreign students in FASSS schools, 800 of them, from crowded cities, find solitude and silence, and the Finnish are fairly quiet. They can go to the forest. In the US you often can’t go to the forest because it might be private—but Finnish laws ensure that the forest is for everyone.  I can’t prove it, though… but you must understand when you come here… just come here and see!”

Expressing this belief, here is an excerpt of a poem Jukka wrote for the Finnish Summer High School Association (translated from Finnish):

Rah-rah for the Summer High School Association,

for mom and dad get refreshed too.

When the kid is in the countryside for a week or two,

they’ll make their own life better,

and watch together Berlin or New York, London, Paris.

Rah-rah for the Summer High School Association,

at summer courses, you mysteriously become more cultured.

It will surely show on your face

when you observe the change in the lichen

or in the evening after a game session

you stare into the flames of the campfire.

Jukka O. Mattila

A Call to Action and Collaboration

The tireless educator invites collaboration, envisioning a future where small schools across the world can share their successes and challenges. Jukka’s story is an open invitation to educators everywhere to visit, learn, and perhaps replicate a slice of the Finnish education miracle. Action for smaller learning communities or at least small group projects are in dire need in many communities. Likewise, integrating more outdoor learning activities is possible in every course of study and critical for child development. And third, let’s all at last accept the fact that standardized tests are reductionist, and preparations for them may seriously detract from authentic learning relationships our teachers go into the field seeking.

Living Poems

Jukka’s life is a living poem, where each verse speaks of innovation, trust, and community. From his lectures that travel beyond academia into the realms of practical wisdom, to his hand-built connections from home to the tranquility of the lake, he embodies the principles he espouses.

As Finland is once again crowned the happiest country in the world, Jukka’s work is a reflection of this contentment—a contentment rooted in a deep-seated belief in the transformative power of small schools. Through Jukka’s eyes, every small school is a microcosm of potential, every student a spark of possibility, and every educator a custodian of the future, and of the natural world.

Drawing from Jukka’s life and his dedication can inspire educators and leaders around the world to consider the potent mix of autonomy, trust, and intimacy that small schools offer. Jukka’s an open book and you can reach him at [email protected]. His life’s work, interwoven with his hobbies, mechanical inventions, and personal anecdotes, paints a picture of a man for whom education is not just a job but a calling that resonates with the rhythm of nature and the heartbeat of Finnish society.

Jukka O. Mattila (right, 82) and spouse Päivi Istala (77) share joint interest in various literary and arts topics. Here. At their “star tower,” summer 2023.

---

You may also be interested in reading more articles written by Stuart Grauer for Intrepid Ed News.