Finnish schoolchildren with disabilities struggle as shorter school days end under new law

A legal change that took effect at the start of the school year has made it far harder for Finnish children with disabilities to shorten their school days, leaving some families facing exhaustion and distress, reports public broadcaster Yle.

Under the revised Basic Education Act, shortened school days are now only permitted as a last-resort measure for fixed periods and strictly for health reasons. The reform was intended to emphasize students’ right to education, but families say it has removed vital support, leading to burnout and anxiety among children who previously relied on adjusted schedules.

Yle has identified cases in Kuopio, Helsinki, and Seinäjoki where the change has disrupted children’s routines. Disability organizations argue that municipalities have interpreted the unclear law and its guidelines inconsistently, creating unequal access to accommodations.

### Families describe collapse in children’s well-being
Three families shared their experiences with Yle, speaking on condition of anonymity to protect their children’s privacy.

In Seinäjoki, a mother named Tuuli said her ninth-grader—diagnosed with ADHD, autism spectrum disorder, selective mutism, and severe learning difficulties—suddenly faced a five-hour increase in weekly school time when the law changed. The child, who had previously thrived with a shortened schedule, began experiencing panic attacks, emotional shutdowns, and exhaustion so severe they sometimes had to be collected early from school.

“It was a slap in the face,” Tuuli said. “We’d finally found a way to make school work, and all our fears about our child’s health resurfacing came true.” She described the emotional toll of picking up her trembling, crying child in front of other students, knowing the demands had become unbearable.

In Kuopio, another mother, Minna, said her child’s transition to lower secondary school last autumn brought an abrupt end to their shortened school day. Where sixth grade had allowed 15 hours of weekly instruction, seventh grade now required 30—double the time. Her child, who has ADHD, struggled with concentration in afternoon classes, leading to anxiety, frustration, and an inability to complete assignments.

The family faced repeated calls from the school, negative reports in the Wilma [school communication system], and even child welfare notifications over absences. “Before, they could regulate their emotions better when the load wasn’t overwhelming,” Minna said. A pediatric psychiatrist eventually intervened, securing a temporary four-month reduction in school hours, but Minna called the law “a failed reform” that ignores individual needs. “There’s plenty of research on how to support these kids. Instead, they’re being left behind.”

### Unclear guidelines leave children without support
The law’s ambiguity has led to varying interpretations across municipalities. Disability advocacy groups criticize the lack of consistency, noting that children with neurodivergent traits (such as sensory sensitivities or autism), physical disabilities, or developmental disorders previously benefited from flexible, long-term adjustments. Now, even those with documented needs face barriers.

Yle reviewed medical statements and official decisions related to the cases, confirming that families had relied on professional assessments to secure prior accommodations. The shift has left parents fearing for their children’s ability to cope, with some, like Tuuli’s child, unable to participate in interviews due to health declines.