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“I’m the one who steps in and helps to solve small problems before things escalate,” says School Coach Inkeri Tiitinen, describing her work at the Tulliportti Teacher Training School.

She is one of the two school coaches hired a little over a year ago to work in the lower secondary schools of the 91���� Teacher Training School.

“The recruitment of the school coaches was motivated by concerns over increasing school absenteeism in basic education. The school coaches have been tasked with supporting pupils’ positive emotional relationship with their school, friends and themselves, thus promoting school engagement,” says Jyrki Korkki, School Principal for Basic Education.

Tiitinen’s work involves encountering pupils in different ways, both face-to-face and on social media. For many young people, it is easier to talk about difficult and confidential things via a social media app than face-to-face. And for Tiitinen, that works very well.

 “My work involves anticipating all sorts of things – if no one is there to prevent and solve small problems, they will escalate and become major ones.”

Upon starting her work, Tiitinen suspected that she would gain pupils’ acceptance and trust gradually, over the first autumn.

 “But something very different happened: pupils have literally sought my company right from the very first days.”

Events with pupils

The Rantakylä Teacher Training School, too, as a school coach, but the coaches’ job descriptions aren’t entirely identical. Both have had the opportunity to influence the content of their work.

“Of course, our work is built around the framework given by the school, but I also get to bring a lot of myself to the way I respond to pupils’ needs. I’ve been able to shape my work according to my personality, strengths and previous work experience,” Tiitinen says.

Her previous work experience is in the fields of, e.g., theatre, circus and physical activity. This combination has since been visible in the everyday life of the Tulliportti Teacher Training School. For example, the new school year was kicked off with a carnival-like event inspired by Tiitinen.

“We had a bouncy castle, a crafts workshop, a pop-corn cart and all sorts of games.”

As part of her everyday work, Tiitinen also plans events and recess activities for the lower secondary school, with many of them stemming from pupils’ requests and ideas.

“We have, for example, a homework club and silent recess, and once a month we organise a well-being session with a changing theme for the entire school.”

Spontaneous discussions and presence

Besides circus-like entertainment, the most important thing, of course, is to give pupils time. That’s something Tiitinen isn’t willing to compromise.

“Pupils can come and talk to me for just a second or for an hour, and they don’t need to make an appointment. There is no obligation to document these discussions, so paperwork doesn’t take up my working time, or my time with pupils.”

These discussions can, however, serve as the first step in the direction of pupil welfare services, if it is concluded with a pupil that it would be a good idea to continue talks with, for example, a school social worker.

“And if they wish, I can even accompany a pupil to their first appointment.”
 
Recent years have seen a sharp increase in young people’s mental health issues, of which school absenteeism is a concrete example.

“This is why easily approachable adults such as us are needed. During the day, I always try to be available and in sight, and in the evenings, pupils can reach out to me on Snapchat, for example.”

According to Tiitinen, the situation at the Teacher Training School is good in that young people don’t have to wait weeks if they need help.

“Of course, there should be more of us easily approachable adults in the school. This would shorten queues and ease the pressure of pupil welfare services even more quickly.”

Providing support also in the classroom

For teachers, Tiitinen has been of great help. If the atmosphere is restless, Tiitinen can be in the classroom to calm things down and help pupils to study. This allows teachers to focus on their own actual work, i.e., teaching.

“It would be unreasonable if teachers had to take responsibility for things they haven’t been trained in, or for things their working time hasn’t been resourced for. If one constantly has to stretch beyond normal work, one gets exhausted.”

“Of course, teachers also have an educational mission, but because mental health issues among young people have increased so much, previous resources no longer seem sufficient on their own.”

Tiitinen used to be an entrepreneur, and she has learned to manage her recovery by various means. Although young people sometimes contact her in the evenings, her dog and six guinea pigs bring a certain balance to life.

“My own children are almost adults, so I’m able to maintain a good work-life balance. This kind of work suits me well, and as long as a balance is maintained, I’m happy.”