Revised education law makes school a source of distress for some children with disabilities, organisations warn

A legal amendment to Finland’s basic education act has made it more difficult to shorten school days for children with disabilities or functional limitations, according to disability rights organisations. The change, which took effect last August, has left some children struggling with school attendance, with advocates calling for urgent clarification and reform.

The Finnish Association on Intellectual and Developmental Disabilities and the Autism Association of Finland report a sharp increase in inquiries from families seeking to reduce their children’s school hours. Under the revised law, shortened school days are now a last-resort measure, permitted only for temporary periods and on health grounds.

Tanja Salisma, a legal expert at the Finnish Association on Intellectual and Developmental Disabilities, told public broadcaster Yle that the change has created inequality. “Some students have been able to continue much as before, while others have been told they must stay for the full school day,” she said. For many children, particularly those on the autism spectrum, shortened days had been a vital individual accommodation.

Salisma warned that forcing children to remain in school beyond their capacity risks turning education into a source of distress. “School can become a nightmare and a major burden if a child is made to stay longer than their health allows,” she said.

Disability organisations criticise the law as poorly prepared and ambiguous, with conflicting guidance from the Finnish National Agency for Education and the Ministry of Education and Culture. Sari Valjakka, an advocacy specialist at the Autism Association, highlighted uncertainties around long-term reductions, which the current rules treat as temporary, subject-specific measures.

“Shortened days should be possible as a long-term arrangement when needed, while still allowing students to complete their basic education if they are capable,” Valjakka said.

Schools have also applied the law inconsistently, varying in their requirements for medical documentation and in how they handle transitions after temporary reduced-hour periods. The Non-Discrimination Ombudsman has called for an assessment of the law’s impact on students with disabilities and for its deficiencies to be addressed.

Salisma urged policymakers to revisit the legislation: “I believe and hope that the issues requiring clarification will be reviewed and the law amended.”