Lessons from Adapting International Innovations into the Finnish Context

• In Event: The Messy Middle of Implementation at Scale

Proposal

This paper explores the process of implementing and adapting two wellbeing innovations in public schools in Helsinki, Finland. HundrED, an education organization, collaborated with the Helsinki Education Department (HED) to integrate these innovations into the primary curriculum, playing the role of a change agent, or an external system actor that helps influence innovation uptake (Rogers, 2023). The two innovations were: Slam Out Loud, originating from India, which focuses on socio-emotional learning and creative confidence through performance and visual arts, and iMoves, originally from the UK, which promotes physical and mental health through innovative exercise programs for various age groups.The innovations were scaled up to new users (Moore, Riddell, and Vocisano, 2015), moving from their original contexts in India and the UK into the Finnish context.

HundrED and HED’s collaboration involved facilitating alignment among education stakeholders, identifying focus areas by understanding teachers’ hopes and pain points, and selecting the two innovations from HundrED’s innovations catalogue. Teachers were empowered to trial and adapt these innovations in their classrooms and to integrate them with existing practices. Throughout the implementation journey, HundrED captured learnings, showcasing successes, challenges, and growth.

The key learnings from the project include the importance of building relationships and involving teachers from the early stages of an education innovation project, something the author would recommend beginning even earlier if given the opportunity to do the project again. Additionally, understanding power dynamics and autonomy within education systems proved crucial, considering the different goals and dynamics of the HED team members. Providing comprehensive support and having a well-defined plan were also essential during implementation, supported by iterative discussions, empathy mapping, and co-learning. A major learning of the project is that success is not solely measured by longevity of the innovation but by fostering an innovative school environment.

The topic of adapting wellbeing innovations within education systems is highly relevant to CIES 2024, while also offering an example of innovation implementation at scale. Insights shared in this paper offer guidance for education practitioners and policymakers facing similar challenges elsewhere. Building relationships, involving teachers, understanding power dynamics, providing comprehensive support, and fostering an innovative school environment are key takeaways that enhanced the scaling and adaptation of the innovations.

Author

• Crystal Green, HundrED.org