Lack of familiarity with school culture can hinder cooperation between migrant families and Finnish schools

Migrant parents want to be involved in their children’s schooling in Finland, but unfamiliar school practices, cultural expectations, and language barriers may limit their participation. A new study from the University of Jyväskylä highlights how these factors affect home–school cooperation.

Although the Finnish education system is known worldwide for its commitment to equality, immigrant families face a variety of challenges that affect cooperation between school and home. Stock photo: Mostphotos

Published

8.6.2026

A recently published article in the Nordic Journal of Migration Research examines how migrant families experience cooperation with Finnish schools. Drawing on the experiences of 24 immigrant parents from India, Bangladesh, and Pakistan, the study offers an in-depth view of their engagement and the subtle barriers affecting it.

Finnish education is renowned worldwide for its equity, equality, and inclusivity. However, immigrant families face a complex set of challenges that complicate cooperation with schools. These include communication barriers, cultural values, and differing expectations.

“While parents in general value Finnish teachers' welcoming and caring attitude, many have expressed disappointment and uncertainty regarding their own involvement in their children’s school education”, tells researcher Qazi Ahmed from the Department of Education at the University of Jyväskylä.

Parents value education, but face structural and cultural barriers

The study shows that migrant parents from South Asia place a high value on their children's education and appreciate the efforts made by Finnish schools. However, systemic and cultural mismatches, such as language barriers between the parents and teachers as well as unfamiliar school practices, can make cooperation difficult.

“Many migrant parents come from educational systems where teachers wield significant power and authority. This can hinder parent-teacher cooperation and lead to hesitation in proactively interacting with schools or raising concerns”, Ahmed explains.

Some parents reported that they were reluctant to question teachers, even in situations they perceived as unequal, out of concern that doing so could lead to further discrimination and negatively affect their child.

The findings also indicate that structural factors, such as parents’ work-life situations, as well as cultural differences, may create distance between migrant families and schools, either intentionally or unintentionally.

Need for more inclusive practices

Overall, the study highlights that although Finnish education promotes equality and parental engagement, not all families have equal access to these opportunities. The findings indicate that Finnish education is not yet particularly adept at addressing cultural diversity and supporting families from diverse backgrounds.

“For immigrant families, home–school cooperation is not just about sending messages or attending meetings, but also about feeling heard, included, and respected by the school”, says Ahmed.

According to Ahmed, recognizing families as active partners and valuing their diverse knowledge and cultures can strengthen mutual understanding and support more inclusive school communities.

This study was funded by the Department of Education, JYU, published in the Nordic Journal of Migration Research, and is available as an open-access publication.