Current developments in gifted education: Finland

The education system in Finland emphasises equality, equity, and inclusion, traditionally prioritising support for low-achieving students and those with learning disabilities. There is no definition of, or identification criteria for, giftedness in legislation or the national core curricula. Consequently, identifying and addressing the needs of high-ability students often depends on individual teachers. Finland has shown progress in gifted education in recent years. Teachers are trained to differentiate instruction and are generally supportive of gifted education. The education system also includes several opportunities for acceleration and enrichment. Yet challenges remain, such as a lack of structures and resources for gifted education, a lack of systematic teacher education in this area, educators’ negative attitudes towards acceleration and grouping, and uneven optional course offerings in schools. Raising the level of gifted education requires targeted pre- and in-service training and stronger teacher–researcher collaboration, alongside adequate resources for identification and provision.