Education and research

Support for learning

Official Statistics of Finland (OSF)
Statistics on special education describe pupils having received intensified or special support in comprehensive schools, part-time special education and special education in vocational education. The data are collected with an inquiry and from the KOSKI database. The data are published once a year.


Statistics Finland


According to Statistics Finland's data, an increasing number of comprehensive school pupils received support for learning in 2021. Intensified support was received by 75,800, or 13.5 per cent of comprehensive school pupils and special support by 53,100, or 9.4 per cent of comprehensive school pupils. The share of pupils having received intensified and special support grew by 1.7 percentage points from the year before.

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release | Support for learning 2021

Future releases


See key statistical data in the figures.

Share of comprehensive school pupils having received intensified and special support among all comprehensive school pupils in 2000 to 2021

Line chart where the shares of girls and boys having received part-time special education are described as percentages of the numbers of girls and boys in comprehensive school in the school years 2001/2002 to 2020/2021. The share of boys has remained at 20 to 25 per cent throughout the examination period. In the school year 2001/2002, the share of girls was under 15 per cent, but has risen fairly steadily since then and was already 20 per cent in the school year 2020/2021. Years in rows, percentages on vertical axis.

Part-time special education, remedial teaching, special needs assistance, interpretation services and special equipment received by comprehensive school pupils with intensified or special support in 2021

Statistical experts

Inquiries primarily
Heli Hiltunen
Senior Statistician
029 551 3314

Are you looking for previously published statistical data?

The statistical data released before 5.4.2022 can be found on the archive pages of the statistics.

Go to the archive page