Notes on co-location and training and education

The Effects of the Coronavirus on Upper Secondary Education

Study in Finnish from the Owal research group related to secondary education which can be found here

Context of the study

The report “The Effects of the Coronavirus on Upper Secondary Education” was commissioned by the Finnish Ministry of Education and Culture to assess the impact of the COVID-19 pandemic on upper secondary education in Finland, including both general upper secondary schools (lukio) and vocational education. Conducted by Owal Group Oy between October 2020 and February 2021, the study aimed to provide a comprehensive overview of how the pandemic affected educational quality, learning outcomes, student wellbeing, and equality. Data was gathered through surveys targeting education providers, teachers, guidance staff, and students. The findings reflect rapid transitions to remote learning, differences in digital readiness, and heightened needs for support, particularly among students already facing challenges prior to the pandemic.

Main conclusions

The report concludes that the COVID-19 pandemic had significant and varied impacts on upper secondary education in Finland. Both general and vocational education institutions faced challenges in rapidly transitioning to remote learning, with varying levels of preparedness across providers. While some students adapted well, many struggled with the increased demands of independent learning, limited interaction, and disruptions to study plans. In particular, students with pre-existing vulnerabilities faced heightened risks of falling behind. Remote learning environments exposed disparities in digital access and support systems, and educational outcomes suffered for a notable portion of students. Learning delays, changes in course structures, and weakened learning outcomes were more commonly reported in vocational education, where hands-on training and workplace learning were harder to replicate online.

Additionally, the pandemic intensified the need for student support services and raised concerns about mental health and wellbeing. A large proportion of students found remote learning mentally exhausting, and many felt they did not receive sufficient academic or emotional support. Teachers and staff also reported increased workloads and stress, with the shift to hybrid and digital teaching models requiring considerable adaptation. Despite the challenges, the experience accelerated the adoption of digital tools and flexible teaching methods, which are expected to influence future educational practices. The report highlights the importance of addressing the long-term effects of the pandemic, particularly for students with increased support needs, and stresses the need for sustained investment in mental health services and educational equity.

Effects on team work

The report indicates that the shift to remote working during the COVID-19 pandemic had a notable impact on team dynamics within upper secondary education. The sudden transition to distance teaching created challenges in maintaining communication, collaboration, and a sense of community among teaching and guidance staff. Many educators experienced isolation and a lack of informal peer support, which are typically fostered in physical work environments. The increased workload, uncertainty, and the need to quickly adapt to new digital tools further strained teams, while varying levels of digital competence sometimes led to uneven task distribution. Although some teams managed to develop new forms of digital collaboration, the overall impact of remote work often led to a fragmentation of team cohesion and placed additional stress on educators, affecting their wellbeing and the effectiveness of support structures for students.