Adventure Pedagogy as a tool for change 

Antti Mäkinen works as a School Coach at the English School in Helsinki. He holds a Bachelor of Humanities degree as a Community Educator and is an alumnus of  Humak’s Adventure and Outdoor Education programme. 

In his role as a School Coach, Antti works with lower and upper secondary school students, supporting their well-being and strengthening a positive school community culture. 

Alongside his work as a School Coach, Antti runs his own business focusing on educational trips, school camps, and excursions. His experience in facilitating groups in the business sector is now complemented by everyday school life, which has provided him with a new perspective on young people’s lives and needs.

A desire to make an impact led to studies 

Before his Adventure and Outdoor Education studies, Antti worked as an assistant at a vocational special needs institution, where he quickly realized he connected well with young people. However, in the assistant role, he felt his opportunities to make an impact were limited. To broaden his impact, he decided to gain qualifications and pursue education in the field of pedagogy. 

“I knew that I wanted to be outdoors, active, and do something that truly matters. There really weren’t many other options than Humak’s Adventure Education studies,” Antti smiles. 

As a School Coach, Antti’s role is to support students’ well-being and strengthen a positive and participatory school culture. In addition, he works closely within collective pupil welfare services and provides individual support to students and their families when needed. A typical workday includes planning various activities and break-time programmes. Antti also organizes events, sports matches, and excursions for students: 

“We’ve visited Nuuksio National park a few times, gone climbing and skiing. This summer, we’re planning an exciting trip to Norway for ninth-grade graduates, where we’ll head out on a bigger adventure.” 

In his role as a School Coach, Antti has had the opportunity to learn a great deal, as the professional title itself is still relatively new and the position has only recently been established in many schools. Antti is the first School Coach at his school. The role has largely been shaped by him, bringing both freedom and responsibility. 

“I listen to the ideas and wishes of the school staff, but above all, I aim to understand what the students truly need,” Antti explains. 

Learning challenges led to recognizing strengths 

From his Adventure Education studies at Humak, Antti considers understanding learning processes to be the most significant insight. He notes that he once believed a person’s traits determined what they are able to learn. However, his Community Educator studies helped him realise that learning often requires, above all, the right conditions and support. 

“I feel that I am good at encountering people whose lives have not yet become a journey of learning and discovery, because I have also struggled to find learning methods that suit me,” Antti reflects. 

During his studies, Antti also developed resilience and a greater tolerance for failure. Adventure Education introduced new ways to use the environment in educational work. This is valuable in the role of a School Coach, as nature itself provides ready-made opportunities for activities and space to support students’ growth.

The work of a School Coach requires perseverance and patience. One of the challenges is recognizing that providing support can sometimes be a long process. The rewarding aspect of the work comes from small steps of progress and seeing both individuals and the community develop. Personal growth within the professional role also brings a sense of fulfillment.

“When you notice that previously challenging interaction situations now go more smoothly, you know you’ve learned something essential,” Antti says. 

Antti believes that expertise related to well-being and communities will become increasingly important in the future workforce. There is a growing need for well-being professionals in schools, communities, and different life situations, while new professional roles are also emerging. For Antti, well-being is primarily built within a community:

“I believe that a healthy community creates well-being individuals. That idea guides my work.” 

He also reminds that it is not necessary to know one’s exact path when applying for studies. A degree as a Community Educator from Humak can lead to a wide range of career paths, and the studies offer room to shape one’s own direction.

“I encourage curiosity and courage. It requires initiative and a willingness to try, but in return, you gain a lot both professionally and as a person,” Antti concludes.