Problem-Solution Essay

From Model To Mediocre: The Fall of Finland’s Education System

Andrew Abrahamson
High School Writing
22 January 2024

Once celebrated for being a global benchmark for education, Finland has witnessed a steady decline in its Programme for International Student Assessment (PISA) rankings in the past decade (Karvala, 2023). The country’s reputation for fostering creativity, equity, academic excellence, and various innovative teaching methods is now under scrutiny as other nations with more strict and disciplined traditional studying cultures surpass its performance. A particularly concerning factor in this decline is the growing achievement gap between native Finnish students and immigrants, which is now among the largest in the Organisation for Economic Co-operation and Development (OECD) countries, with first-generation immigrants scoring 16% worse on average compared to native Finnish students. In a country where the birth rate is decreasing and the immigrant population is increasing, it is vital to tackle this issue for the sake of the country's future. Addressing the linguistic, socioeconomic, and systemic challenges faced by immigrant students is essential for reducing educational disparities and enhancing the overall quality of Finland’s education system.

One of the key reasons for the widening gap between native Finnish students and immigrants lies in language proficiency. Finnish is very unknown and scarcely spoken, with limited language learning resources especially for non-Europeans. This limited access to high-quality language instruction is a significant barrier to the success of immigrants. While Finland offers programs aimed at language acquisition, these resources are often insufficient to meet the needs of students who arrive with no prior knowledge of the language. Additionally, time allocated to language learning is often not enough for students to achieve fluency, particularly when they are expected to simultaneously advance through a curriculum taught in Finnish. This linguistic disadvantage not only hinders academic performance but also affects students’ confidence, participation in classroom discussions, and ability to form social connections with their peers, further widening the gap between immigrants and Finnish students.

The challenges to the education system are further amplified by the uneven distribution of immigrant students across schools, with research showing that 90% of Finnish schools have little to no immigrant students, while a small percentage have student bodies composed of over 50% immigrants (Ali-Hokka et al., 2015). In urban areas, particularly in Helsinki, Vantaa, Espoo, and Turku, these schools with a high concentration of immigrant students often face greater difficulties in maintaining the same level of academic performance as those with more homogeneous student populations. This problem is exacerbated when immigrants from poorer countries concentrate into low-income areas within the cities of Finland, creating a vicious cycle: schools with large numbers of immigrant students in already poor areas may be perceived as underperforming, deterring native Finnish families from enrolling their children. Over time, this dynamic reinforces educational inequities and further isolates immigrant students.

The key in tackling the disparities between immigrants and Finnish students is to focus on fostering equity, rather than equality. Finland is a country where the education system is built around giving all students an equal footing regardless of their socioeconomic status. With education fully funded by taxes from primary school through university, Finland has a long-standing tradition of providing equally high-quality education across all schools. Yet, schools lack the resources and know-how to appropriately deal with cases where a majority of immigrants gather only into a fraction of schools. While the problem is very complex, the solution should be relatively simple. These immigrant-heavy schools should receive extra funding to hire specialized teachers, teaching assistants, and counselors trained in working in multicultural and multilingual education environments.

To address the linguistic barriers faced by immigrant students, Finland must provide intensive language instruction. Increasing the availability of high-quality Finnish language programs, both within schools and in extracurricular activities, is essential. These programs should start as early as possible and be designed to accelerate language acquisition for first-generation immigrant students who struggle with the challenge of mastering a second language while simultaneously keeping up with other academic subjects. Moreover, encouraging students to actively engage with Finnish in both their academic and daily lives is crucial for developing language proficiency and bridging the cultural gap between native Finns and immigrants.

Restoring Finland’s educational excellence requires a commitment to equity that embraces the country’s growing diversity. While the widening achievement gap between native Finnish students and immigrants is a significant factor in the country’s declining PISA rankings, it is not the only reason. Broader challenges, such as changes in teaching practices, evolving societal attitudes toward education, and shifting global benchmarks, also contribute to this trend. However, by addressing the linguistic, socioeconomic, and systemic obstacles faced by immigrant students, Finland can take a vital step toward reducing disparities and strengthening its educational system as a whole. Tailored language instruction, targeted school funding, and initiatives to foster inclusion will not only benefit immigrant students but also reinforce the principles of equity and innovation that have long defined Finland’s approach to education. In tackling these challenges, Finland has the opportunity to adapt and thrive in an increasingly diverse world and to set a new standard for excellence in multicultural education.

Word count: 850

References

Ali-Hokka, A., Hukkanen, V., Tebest, T., & Riissanen, J. (2015, December 2). Maahanmuuttajien lapset keskittyvät harvoihin kouluihin – katso koulusi tilanne. Yle. Retrieved January 22, 2024.

Karvala, K. (2023, December 5). Näin Suomen kouluihme romahti – Lohduttomat Pisa-tulokset julki. Iltalehti. Retrieved January 22, 2024.

Kirjavainen, T. & Pulkkinen, J. (2017). Takaako samanlainen tausta samanlaisen osaamisen? Maahanmuuttajataustaisten ja kantaväestön oppilaiden osaamiserot PISA 2012 -tutkimuksessa. University of Jyväskylä. Retrieved January 21, 2024.

Piirainen, E. (2023, February 7). Suomi hukkasi paikkansa koulutuksen kärkimaana tekemällä joukon virheitä – selvitimme, mitä tapahtui. Yle.

DEI Initiatives in US Corporate Sectors: Solution for Unity or Cause of Division?

Rachel Robinson
High School Writing
January 30th, 2025

Gender, race, ethnicity, sexual orientation, culture, and religion. There are numerous factors that historically divided societies and led to discrimination. However, in recent decades, movements advocating for equal rights and opportunities have led to significant societal changes, encouraging people to make a diverse, open society for everyone, regardless of their differences. Many companies have responded to this by implementing Diversity, Equity, and Inclusion (DEI) initiatives to create fairer workplaces.

The United States played a leading role in introducing DEI initiatives in the corporate sector. According to ABC News (2025), DEI policies aim to “correct discriminatory practices” by hiring people from various backgrounds (diversity), conducting fair payment, treatment, and opportunities (equity), and valuing one’s ideas and perspectives (inclusion). Since the 2010s, major U.S. companies have promoted diversity in hiring, equal pay, and inclusive work cultures, leading companies in other countries.

However, DEI efforts in the U.S. are now facing backlash. Critics argue that some companies prioritize hiring quotas over real inclusion (i.e., tokenism), while others believe DEI gives unfair advantages to certain groups (i.e., reverse discrimination). This essay will explore these two major challenges and propose three solutions to improve corporate DEI: gathering employee feedback, setting both short- and long-term goals, and improving communication.

The first major problem is tokenism, where companies hire diverse employees to appeal to the public but fail to provide real inclusion. Hiring diverse employees is not enough; without fair promotions, mentorship, and leadership opportunities, these employees may feel isolated and undervalued. For example, many companies have increased hiring of women and minority employees, but their turnover rate remains disproportionately high. According to a study from Harvard Kennedy School, “Black employees are 6.7 percentage points more likely to turnover within two years [compared to white employees], [and] the largest turnover gap is between Black and White women, at 8.9 percentage points” (Linos, 2024). This is often due to the lack of career development opportunities or company cultures that fail to integrate diverse perspectives. Tokenism makes DEI initiatives appear superficial rather than meaningful, ultimately damaging workplace morale and trust.

The second major problem is the perceptions of reverse discrimination, where some employees believe DEI policies unfairly prioritize diversity over merit. This perception often occurs when companies set strict diversity quotas or appear to favor certain groups in hiring and promotion decisions. Several lawsuits have emerged from employees who felt hiring decisions were based on identity rather than the individual’s skill, such as the Herrera vs. NYC Department of Education, where Lois Herrera, who was working in the NYC Department of Education, claimed that she was “replaced by a less qualified Black man” (Edelman, 2024). Whether these claims are valid or not, the perception of unfairness often creates workplace tension and rejection, reducing cooperation and team unity.

In order to overcome these problems and improve corporate DEI initiatives, the following paragraphs will propose three step solutions. The first step is to gather feedback from employees to improve DEI initiatives. Many DEI initiatives are designed by executives without input from employees, leading to initiatives that do not reflect actual workplace needs. If companies fail to address the actual experiences of minority employees, tokenism can persist. Meanwhile, if non-minority employees feel their concerns are ignored, perceptions of reverse discrimination can grow. To address these issues, companies should:

• Conduct anonymous surveys to measure employee experiences with DEI initiatives.

• Establish advisory groups representing both minority and non-minority employees to discuss workplace inclusion.

• Train managers to gather feedback from teams and implement necessary changes.

By gathering employee feedback, companies can make DEI initiatives more fair and effective, reducing both tokenism and reverse discrimination concerns.

The second step will be setting both short-term and long-term goals for DEI initiatives. Many DEI initiatives focus only on short-term hiring quotas, which can unintentionally reinforce tokenism by prioritizing diversity numbers over real change. To build sustainable workplace inclusion, companies must implement long-term strategies such as:

• Mentorship programs: Pair minority employees with experienced leaders to provide career guidance.

• Leadership training: Develop diverse talent into future managers and executives.

• Regular progress assessments: Evaluate retention rates, employee satisfaction, and promotion trends.

These long-term strategies will shift DEI initiatives from a short-term public relations effort to a lasting cultural transformation, solving tokenism.

The third solution will be encouraging open communication. Many companies often fail to clearly explain the entire picture of DEI initiatives, leading to confusion and skepticism, and it is essential for non-minority employees to understand the DEI initiatives. To build trust and transparency, companies should:

• Hold open forums where employees can ask questions and discuss their concerns.

• Publish clear DEI progress reports outlining the hiring trends, promotions, and salary equity.

• Ensure managers communicate DEI goals effectively to all employees.

These policies ensure all employees understand DEI goals, which will allow companies to move beyond superficial diversity efforts, solving the issue of tokenism. The policies will also help employees accept DEI initiatives and make everyone feel included, minimizing the perception of reverse discrimination.

While DEI initiatives are essential for creating fair workplaces, their effectiveness is threatened by tokenism and reverse discrimination. Companies must gather employee feedback to refine DEI strategies, set both short- and long-term goals for sustainable effects, and improve communication to build workplace trust in order to make a society open for everyone.

Word count: 901

References

Alfonseca, K. (2025, January 24). A look at what DEI means amid Trump executive orders. ABC News. Retrieved February 5, 2025.

Edelman, S. (2024, April 27). NYC to pay $2.1M in 'Toxic whiteness' discrimination settlement. NY Post. Retrieved February 5, 2025.

Ellis, N. (2025, January 23). What is DEI, and why is it dividing America? CNN: Breaking News, Latest News and Videos.

Linos, E. (2024, July). Intersectional Peer Effects at Work: The Effect of White Coworkers on Black Women's Careers. Harvard Kennedy School.

Zheng, L. (2022, December 1). The Failure of the DEI-Industrial Complex. Harvard Business Review. Retrieved February 5, 2025.