Act on Equality between Women and Men (609/1986), the Equality Act (1325/2014) and the Early Childhood Education Act (540/2018) oblige early childhood education providers to promote equality and equity and prevent discrimination. The early childhood education environment must be safe, inclusive and supportive of the development of all children. Work related to equality and equity is an ongoing process and is linked to other pedagogical planning.

An equality and non-discrimination plan has been drawn up for the municipality's early childhood education, the aim of which is to strengthen equal opportunities for learning and inclusion, prevent discrimination and support the competence of personnel.

The plan has been prepared by Karoliina Mäkipää, a special education teacher in early childhood education. Guardians and staff have been consulted for the plan. The guardians were consulted in connection with a survey of the daycare center in 2024. The survey for staff will be presented at the meeting.

Equality and non-discrimination plan in Appendix 1.

The comprehensive well-being report is a municipal statutory strategic document that compiles up-to-date information on the state of well-being and health of municipal residents, the factors affecting them, and the measures taken. The report serves as a key tool for management, decision-making, and development work.

The Well-being Report examines the well-being of different population groups in a broad way, utilizing both statistical information and local experience. Key themes include health, lifestyles, inclusion, safety, living environment, and the functionality and accessibility of services.

The report assesses the measures implemented during the past council term to promote well-being and health and their effectiveness. At the same time, it identifies key development areas and priorities for the coming term. Based on these, objectives and measures are defined to promote the well-being of the municipality's residents in a systematic and cross-administrative manner.

The Wellbeing Report supports the municipality's strategic work and strengthens cooperation between different sectors. It also serves as a tool for communicating well-being information and supporting the participation of municipal residents.

Comprehensive welfare plan in Appendix 2.

Janette Rantanen, a class teacher at Kihniö Comprehensive School, has resigned from her position as a class teacher by email received on 25 March 2026, effective 1 August 2026. Rantanen's last working day will be 31 July 2026.

Due to the decreasing number of students at Kihniö Comprehensive School, there are currently enough classroom teachers in post. Therefore, the classroom teacher position vacated as a result of the dismissal does not need to be reopened and can be abolished.

According to Section 50 of the Administrative Regulations, the municipal government decides on the establishment and abolition of the position.

The Board of Directors has decided at its meeting on 19 January 2026, Section 5, that a filling permit procedure will be introduced for filling employment or official positions lasting more than 3 months as of 1 January 2026. The filling permit will be granted by the municipal board.

The purpose of the filling permit procedure is to provide more centralized management of recruitment. According to the filling permit practice, a vacant position or task is filled only in necessary situations, and tasks are primarily organized in other ways. At the same time, it is assessed which functions or tasks can be omitted and which functions will be discontinued completely.

In all permanent and temporary recruitments, a filling permit must be requested before the recruitment process begins. Applications for filling permits for permanent employment relationships are submitted to the municipal government for decision. Urgent filling permits for temporary employment relationships can be granted by the mayor.

A filling permit is granted for a justified reason. When processing filling permits, attention is paid to the fact that filling for retiring persons can be avoided through reorganisation of duties or internal transfers. A filling permit is applied for using the form provided for that purpose.

In the field of education, it is necessary to apply for a filling permit:

• For a fixed-term classroom teacher 1.8.2026-31.7.2027

• For a part-time teacher whose duties include classroom teaching and mother tongue, for the period 1.8.2026-31.7.2027

• For a part-time kitchen assistant, an employment contract valid until further notice

• For a school youth worker for a fixed period according to the project

A school youth worker's work permit is applied for on the condition that a project grant is granted to the municipality of Kihniö. The work permit is applied for on a part-time basis for a fixed period depending on the amount of the grant and the project duration.

Applications for filling permits will be presented at the meeting.

Excessive use of mobile devices can have many harmful effects on the well-being of young people. Continuous use of social media can increase pressure, comparison and anxiety, which can predispose to symptoms of depression and anxiety disorders, for example. Mobile devices can also impair concentration and learning, as constant notifications interrupt what is being done. In addition, excessive screen time is associated with poor sleep. On a physical level, prolonged sitting and poor ergonomics can cause neck and shoulder pain.

It is important for schools to limit screen time for young people, as the learning environment should support concentration, interaction and overall well-being. Excessive use of mobile devices during the school day increases distractions and weakens concentration, which can affect learning outcomes. In addition, constant exposure to digital stimuli can overload the brain and make it difficult to think deeply. Limiting screen time at school can also promote face-to-face interaction, social skills and community, which are essential for young people's development. At the same time, it supports healthy lifestyles, such as exercise and taking breaks. Several expert bodies, such as the National Institute for Health and Welfare and the Mannerheim League for Child Welfare, emphasize that managing screen time is an important part of supporting young people's well-being during the school day as well.

According to the Finnish Institute for Health and Welfare (THL), digital devices are a natural part of young people's everyday lives and can support learning and social relationships, but there is also growing research evidence of the harms of excessive use. Of particular concern is that excessive screen time can take time away from other things that are important for well-being, such as exercise, sleep, reading and face-to-face interaction.

According to THL, harms can be prevented by controlling use, setting limits and supporting a balanced everyday life, in which digital activities do not replace other activities that are important for development.

The Mannerheim League for Child Welfare, on the other hand, emphasizes the holistic well-being of young people and highlights the role of adults in limiting screen time. In its view, schools should support healthy digital habits by limiting excessive use of mobile devices and by encouraging young people to move, rest and interact face-to-face. The Mannerheim League for Child Welfare highlights that clear rules and common practices help young people manage their own screen time and prevent the harms of excessive use.

From 1 August 2025, the use of phones in schools is regulated by law, and the education provider will decide on more detailed rules in the rules of conduct. As a rule, phones are prohibited during lessons, and their use is only permitted with the teacher's permission on educational grounds. The school decides in its rules of conduct whether phones may be used during breaks, meals or transitions.

Pre-primary and primary education must promote a physically active lifestyle for children and young people by law from 1 August 2026. The obligation is based on an amendment to the Basic Education Act, which was approved by Parliament in April 2025. Restricting the use of mobile devices even during long breaks supports the implementation of the new legal reform. In addition, according to the school health survey Young people were increasingly experiencing uncontrolled media use. As many as 54% of middle school students had noticed that they were online, even if it wasn't fun.

The board proposes that a clear policy be introduced in basic education, according to which mobile phones are not allowed to be used at all during the school day. The aim is to strengthen work peace, support student concentration and reduce distractions and social media stress during the school day. Currently, middle school students are allowed to use their phones during lunch break.

The board suggests to Kihniö Comprehensive School that this policy be taken into account at the beginning of the school year when the staff prepares/updates the rules of procedure. The school can define more specific practices (for example, storing phones in classrooms or lockers), but the board hopes that the school has a uniform policy that phones are not used at all during the school day without a separate educational reason given by the teacher.

The Kihniö Social Democratic Council Group has submitted a council initiative "Increasing the teaching of emotional and interaction skills as part of the curriculum" at the municipal council meeting on November 14, 2022. Initiative in Appendix No. 3.

The Education and Wellbeing Board has decided at its meeting on 17 April 2024 §36 that due to the reduction in elective subjects, one elective subject will be added to the 3rd grade. Emotional and interaction skills were chosen as the elective subject.

The Education and Welfare Board's revenue realization percentage is 6,4 and its expenditure realization percentage is 12,8. The operating margin percentage according to net budgeting is 14,2.

Decisions of the Director of Welfare for the period 18.02.2026-22.04.2026

Rector's office-holder decisions from the period 15.01.2026-22.04.2026.

• Project grants received

  • Sports camps 2026, LVV-U/30060/2026, €2.600 (90%)

  • Movement throughout life in Kihniö, LVV-U/23521/2026, €9.000 (50%)

  • Educational equality and equity in the municipality of Kihniö

    for early childhood education and pre-primary and basic education, OKM/261/520/2024, 50.000, (80%)

• Let's arrange the next meeting time.

Kihniö Comprehensive School's 9th grade students (17) are going to a camp school at the Piispala Youth Center from May 11 to May 14, 2026, according to the school year plan. The camp school plan, camp school program, and camp school agreement prepared by Marko Kuusiluoma will be on display at the meeting.

The camp school's teachers in charge will be Marko Kuusiluoma and Anne Kannonlahti. Jyrki Järventausta will also be the supervisor.

The position holder working as a special education teacher in early childhood education will transfer to Kihniö Comprehensive School to perform the duties of a preschool teacher for the 2026-2027 school year. The special education teacher will continue to perform the duties of a special education teacher in early childhood education 4 hours a week.

An early childhood education teacher is needed for the period 1.8.2026-31.7.2027.

The application for a filling permit will be presented at the meeting.

The action plan for morning and afternoon activities for schoolchildren in the 2026-2027 academic year has been updated.

Appendix 4. Action plan for morning and afternoon activities for schoolchildren in the 2026-2027 academic year