The Education Division has taken many steps to improve student well-being and increase their sense of community. However, the services of student welfare psychologists are not easily accessible, and there is a waiting list for further treatment.

Secondary schools have increased the support available in order to remedy the loss of learning caused by distance education; however, allocating the support in the future requires reliable data.

Student counselling and the rate of studies completion have been developed in a diverse manner, but based on the survey of the personnel, there is not enough counselling available to students.

In line with its objective, the funding for positive discrimination (PD) has compensated for area-based differences in well-being in comprehensive schools caused by the urban structure. The appropriation is considered to be important and its criteria oriented in the right direction.

Preventive communal student welfare has been promoted in accordance with the Student Welfare Act, but the pupils’ right to receive psychologist and welfare officer services in student welfare was not realised within the statutory deadline.

Good experiences have been gained with the measures taken to reduce inequalities between children and young people and prevent their social exclusion, but the permanence of the effects is uncertain.

The integration of families with children has been promoted in the Education Division, but the division must increase the development of the skills of its own staff with regard to integration.

Basic education currently has sufficient and functional digital environments, systems and equipment, but they must be developed and replaced. The digital and pedagogical skills of teachers have not improved as planned, and there is a lack of sufficient monitoring data on the development of pupils’ skills.