What Scandinavian Teachers Know That Could Transform Your Classroom

"You don’t need to change the system to change a child’s experience of school. Sometimes, it just takes one calm, grounded adult who believes in a gentler way." ~ The Quiet Teacher

Gentle Insights from Scandinavian Teachers

Across windswept coastlines and snow-dusted forests, Scandinavian countries have quietly crafted a reputation for happiness, equity, and exceptional education. In places like Finland, Sweden, and Denmark, classrooms feel less like high-pressure factories and more like warm, living ecosystems. There’s play. There’s trust. There’s a slower pace. And above all, there is deep respect for the child’s whole being.

As Australian teachers, we often admire these systems from afar, imagining what it would be like to teach without the weight of standardised testing, packed curricula, and constant performance pressure. While we can’t always change the system we work within, we can begin to shift the way our classrooms feel—bringing in soft, Scandinavian-inspired teaching practices that promote calm, equity and wellbeing, all while meeting our curriculum outcomes.

Here are seven ways to gently bring Scandinavian principles into your Australian classroom, with practical ideas you can begin using today.

1. Shift the Culture from Performance to Growth

In Finland, children aren’t ranked or streamed in primary school. Mistakes are welcomed, not punished. The goal is not to be the best, but to become better—step by step (Sahlberg, 2015).

In practice:

• Replace merit awards and "top marks" language with celebrations of effort and growth.

• Create a “Learning Wall” that showcases drafts and improvements, not just polished work.

• Use student-led conferences where learners reflect on what they’ve improved, rather than what they got right.

• Frame feedback around process: *"You tried a new strategy here, and it helped you solve the problem. Well done for taking that risk."

This mindset shift builds resilience, curiosity and long-term motivation—skills our students need far more than test-taking ability (Rattan et al., 2015).

2. Embed Emotional Regulation and Social Learning

Scandinavian classrooms explicitly teach children how to understand their emotions, navigate conflict, and connect with others. These skills are not "extras"—they’re foundational (Bjereld et al., 2021).

In practice:

• Begin each day with a visual feelings chart or mindful moment. Let students name how they feel, and meet them there.

• Create a quiet corner with sensory objects, emotion books, and soft furnishings where students can reset.

• After playground conflicts, host a circle conversation instead of issuing punishment. Use prompts like: *"What happened? How did it make you feel? What can we do differently next time?"

These small rituals create safety, empathy and co-regulation—benefitting both students and teacher alike (O'Toole & Dobutowitsch, 2023).

3. Prioritise Play and Exploration in the Early Years

Formal academics don’t begin in Finland until age 7. Before that, play reigns supreme—a sacred process through which children explore their world (Pyle et al., 2017).

In practice:

• Offer open-ended play provocations that tie to curriculum outcomes: water play for volume, shop role-plays for money, animal figurines for storytelling.

• Design inquiry-based experiences led by student questions: *"Why do some things float and others sink? Let’s explore it together."

• Integrate real-world tasks: building homes for imaginary creatures, creating maps of the playground, writing signs for a classroom museum.

Children don’t need to sit still to learn. When we honour their innate curiosity, the learning often flows more deeply than any worksheet ever could.

4. Design Calm, Intentional Spaces

Scandinavian classrooms are curated to soothe the nervous system: soft lighting, natural textures, uncluttered layouts. It’s a sensory experience in itself (Barrett et al., 2015).

In practice:

• Replace harsh overhead lighting with lamps or natural daylight wherever possible.

• Introduce calming elements: indoor plants, natural wooden trays, nature-themed posters.

• Create a "retreat nook" with cushions, books, and calm-down prompts for students needing a break.

• Declutter frequently. Keep only what serves a purpose or sparks joy. Too much visual noise leads to cognitive overload.

A calm classroom supports calm behaviour—in students and teachers alike.

5. Incorporate Nature and Movement

Scandinavian schools embrace the outdoors year-round. Nature is seen as a co-teacher, not a distraction (Chawla, 2015).

In practice:

• Take regular lessons outside: sketching in science, poetry writing under a tree, nature walks for measurement.

• Build movement into lessons: jumping syllables, stretching between transitions, yoga before writing.

• Create an outdoor "classroom kit" with clipboards, magnifying glasses, chalk and picture books.

Nature regulates the nervous system. It grounds us. It reminds us that learning isn’t confined to four walls.

6. Focus on Inclusion and Equity

In Scandinavian classrooms, students aren’t streamed or separated by ability. Instead, they learn side-by-side, supported by scaffolds rather than labels (Nilholm, 2021).

In practice:

• Use tiered task cards that offer different levels of complexity—but present them as choices, not as levels.

• Incorporate visuals, sentence starters, and graphic organisers to support all learners.

• Emphasise group work roles that celebrate different strengths: researcher, question-asker, presenter.

• Speak about effort, not innate talent: *"You really persisted with that reading today, even when it was hard. That shows courage."

When we reduce comparison, we increase connection—and every child feels like they belong.

7. Be the Calm You Want to See

Scandinavian teachers are trusted professionals. They are calm, present, and supported. While we may not have the same systemic backing, we can still embody these values.

In practice:

• Begin your day with a quiet ritual: tea, breathwork, a moment of stillness before the bell.

• Say no to unnecessary extras. Protect your planning time. Simplify wherever possible.

• Model emotional regulation aloud: *"I’m feeling a bit overwhelmed. I’m going to take three deep breaths."

• Set compassionate boundaries: *"I’m not available at lunch, but I’ll help you after the break."

A calm presence doesn’t just help your students. It helps you teach from a place of peace and clarity.

A Final Thought

Bringing Scandinavian principles into your Australian classroom doesn’t require a new curriculum or a different postcode. It begins with presence. With noticing. With gently choosing a slower, softer path in a system that often rushes and overwhelms.

Start small. One ritual. One calm space. One mindset shift.

Because even within the system, your classroom is your own little world. And in that world, you get to choose:

• Less rush, more rhythm.

• Less pressure, more presence.

• Less noise, more meaning.

And that might just be the beginning of something beautiful.

Warmly,

Liz

The Quiet Teacher

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If this post resonated with you, share it with a fellow teacher who craves a quieter, kinder way of teaching. You don’t have to wait for the system to change. The shift can begin with you.

Disclaimer:

This post shares general insights and practices inspired by Scandinavian education systems and recent research in wellbeing and pedagogy. It is intended as professional reflection and inspiration only. Adaptations should be made with respect to your specific school context, curriculum requirements, and professional judgment.

References

Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2015). A holistic, multi-level analysis identifying the impact of classroom design on pupils' learning. Building and Environment, 89, 118-133. https://doi.org/10.1016/j.buildenv.2015.02.013

Bjereld, Y., Daneback, K., & Pettersson, C. (2021). Mental health among Swedish children and adolescents: A longitudinal study of the influence of school and gender. Child and Adolescent Psychiatry and Mental Health, 15(1), 1-9. https://doi.org/10.1186/s13034-021-00374-z

Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452. https://doi.org/10.1177/0885412215595441

Nilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in inclusive education? European Journal of Special Needs Education, 36(2), 154–166. https://doi.org/10.1080/08856257.2020.1754547

O'Toole, M., & Dobutowitsch, M. (2023). Building capacity for wellbeing in Australian schools: The vital role of relational pedagogy. Australian Educational Researcher, Advance online publication. https://doi.org/10.1007/s13384-023-00615-1

Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311–351. https://doi.org/10.1002/rev3.3097

Rattan, A., Good, C., & Dweck, C. S. (2015). “It’s OK—Not Everyone Can Be Good at Math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 58, 190–194. https://doi.org/10.1016/j.jesp.2014.12.012

Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.