I created this innovation after more than 20 years of teaching mathematics and observing how students often learn only to pass exams, without truly understanding what they are learning or why. In many classrooms, education has become a process of memorization and mechanical repetition, disconnected from the realities of life. I believe this approach limits students’ creativity, confidence, and sense of purpose.
“School for Life” was born from the belief that education should prepare children not only for academic success but also for life itself. It aims to connect learning with real-life experiences and social understanding. Students learn to cooperate rather than compete, to help each other grow, and to value every individual’s strengths. My goal is to create an environment where learning is joyful, meaningful, and connected to who we are as human beings — where we learn not for school, but for life.
In practice, School for Life is a full-day learning community that connects academic subjects with real-life experiences and social development. The school day begins with a morning circle where students share ideas, set daily goals, and take turns in responsibilities that build empathy and teamwork. Subjects like mathematics, science, and language are taught through project-based and experiential learning, linking knowledge to practical, meaningful contexts.
Students work in mixed-ability groups, support one another, and plan community-based projects that solve real problems. Competition is replaced by cooperation — children learn that everyone’s success benefits the whole group. Teachers act as mentors and facilitators, guiding students toward reflection, emotional balance, and active participation. Learning also happens outside the classroom, through creativity workshops, nature activities, and social experiences. Every part of the day prepares students not only for academic growth but for life itself.
The idea of School for Life has begun to spread through discussions with educators, international networks, and educational organizations. The concept has attracted attention because it responds to a global need for more human-centered and life-oriented education. I have shared the idea with teachers and professionals in Finland and other countries to explore potential partnerships for pilot implementation.
The project has also been introduced through academic writing and online educational platforms, where it has sparked conversations about reducing unhealthy competition and promoting cooperation among students. The next step is to develop a detailed model and collaborate with local communities and investors to launch the first pilot school. Although the innovation is still at the conceptual stage, it has already inspired interest and dialogue among educators who seek a more holistic and meaningful way of learning.
The concept of *School for Life* has evolved through continuous reflection, classroom experience, and dialogue with other educators. It began as an idea to connect academic knowledge with daily life, but soon expanded into a complete educational philosophy. Based on feedback from teachers and research in emotional learning, I added stronger focus on empathy, cooperation, and inclusion, ensuring that every child feels valued and capable of growth.
I have also refined the daily structure: mornings start with mindfulness and goal-setting, followed by collaborative lessons that mix subjects and connect learning to real contexts. Afternoon sessions are designed for creativity, physical activity, and social projects. Another important addition has been the bilingual approach (English–Finnish) to promote intercultural understanding and prepare students for global citizenship. As discussions with Finnish educators continue, the model is becoming more holistic, realistic, and ready for pilot implementation.
To try *School for Life*, start small by creating a learning environment that combines academic study with social and emotional development. Begin each day with a short circle meeting where students share thoughts, set personal and group goals, and take turns in simple classroom responsibilities. Replace part of the usual lesson plan with hands-on, project-based activities that link learning to real life — for example, planning a small charity project, organizing a class garden, or solving everyday math problems as a team.
Teachers can act as mentors, guiding reflection and collaboration rather than focusing on tests. Encourage peer learning, creativity workshops, and community engagement so that students learn cooperation and empathy naturally. Schools can adopt one principle at a time — such as teamwork or self-reflection — and gradually expand. I am happy to share the school’s framework and provide online guidance for educators who wish to pilot the approach in their own context.
