Teaching emotional skills in preschools challenged by increasing behavioral issues in Finland

Teaching emotional skills in preschools is being hampered by an increasing number of children displaying diverse symptoms, and staff resources often fall short in addressing their needs. According to Noora Heiskanen, a researcher at the University of Eastern Finland and an expert in early special education, if a child’s needs are consistently overlooked, the opportunity to teach them alternative behaviors is lost. She emphasizes the importance of both proactive prevention and post-incident de-escalation.

In an ideal scenario, educators would walk alongside the child, teaching appropriate behaviors, explaining emotions, and concretely practicing alternatives to aggressive actions. In a survey conducted by Yle, about 250 early education workers shared that challenges with children’s focus, emotional regulation, restlessness, and aggression have notably increased. Many reported that the daily infrastructure does not always allow for different children’s needs to be met. Simultaneously, there is a shortage of qualified staff in these facilities.

Heiskanen stresses the necessity for appropriate working conditions, which include adequate staffing, shared cultural practices, and the ability to be present for children. She highlights the significance of group sizes—smaller groups may benefit children more effectively, but current regulations often set minimums rather than encouraging smaller groups due to economic or administrative reasons.

The majority of early childhood educators who responded to Yle expressed a desire to have the right to physically restrain children under specific circumstances, particularly during aggressive behavior. Heiskanen recognizes this need but argues that discussions should focus on enabling preventative measures in early education settings. She warns that repeated incidents of restraint indicate a need for a broader structural reassessment of practices. Importantly, aggressive behavior does not determine the future trajectory of a child, as skills in behavior and emotional regulation can be learned throughout life.