Educational Eligibility, Clinical Diagnosis, and the “Just Be Like Finland” Argument (with Dr. Chrishawn Finister)
Every few years, conversations about education in the U.S. circle back to the same refrain: Why can’t we be more like Finland?
In this episode, I sit down with Dr. Chrishawn Finister from Your Joy Psychological, PLLC to unpack this comparison.
We dig into the nuanced relationship between educational eligibility and clinical diagnosis, which often overlap but aren’t interchangeable. From there, we widen the lens to explore the broader systems-level challenges that shape how students are identified, supported, and served.
Some key themes we discuss:
✅ Orthographic density and literacy: Why differences in written language systems matter when comparing reading outcomes across countries.
✅ Population homogeneity and “education tracks”: When we look at instructional outcomes data, the students included in the education system and the numbers matter. Are the same individuals “counting” when we compare results across countries?
✅ Teacher pay and professional identity: What Finland’s investment in teacher preparation and salary looks like compared to the U.S. (spoiler alert: Dr. Finister and I both think the US should be more like Finland on this one).
✅ Cultural perceptions of medicine vs. education: Why recommendations from evaluations are perceived differently depending on the setting and who is making decisions about services.
✅ Housing instability and socioeconomic factors: We’re educating students with complex needs in the US who have varying experiences outside of school. With this in mind, has the education system made more progress than what the media is saying?
Rather than looking for a one-size-fits-all solution, we highlight why U.S. educators, policymakers, and clinicians need to understand the challenges and opportunities when designing systems of support.
If you’ve ever wondered where the lines between clinical diagnosis and educational eligibility blur, this conversation will give you a grounded perspective.
Dr. Chrishawn Finister is an Independent Practicing Licensed Psychological Associate and a Licensed Specialist in School Psychology, possessing over a decade of experience in the role of School Psychologist. Recognized as a Nationally Certified School Psychologist, she is committed to utilizing diagnostically sound assessments to identify learning barriers and implementing research-based interventions to amend challenging behaviors effectively. Dr. Finister is an advocate of culturally competent practices and is dedicated to training future practitioners in the field. She received her foundational training in psychological pedagogy and assessments at Texas Woman’s University, where she completed her Master’s degree in 2010. While working in a prominent North Texas public school district, she advanced her education by earning a Doctoral degree in Educational Leadership and Policy from the University of Texas at Arlington in 2019. Her contributions to the field extend to academia, where she has served as a guest lecturer at the College of Education at Texas Christian University.
Places to connect with Dr. Finister:
Her private practice, Your Joy Psychological, PLLC
Website: https://yourjoypsych.com/
Business Instagram: @yourjoypsych
Her NonProfit, Texas Psychological Hive: https://thetexaspsychhive.org/
Non-profit Instagram: @texaxpsychhive
Additional Resources Mentioned in this episode:
Steven Pinker: https://stevenpinker.com/
Mark Manson: https://markmanson.net/
Dr. Tim Shanahan: https://www.shanahanonliteracy.com/
In this episode, I mention Language Therapy Advance Foundations, my program that gives SLPs and other service providers a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/
In this episode, I sit down with Dr. Chrishawn Finister from Your Joy Psychological, PLLC to unpack this comparison.
We dig into the nuanced relationship between educational eligibility and clinical diagnosis, which often overlap but aren’t interchangeable. From there, we widen the lens to explore the broader systems-level challenges that shape how students are identified, supported, and served.
Some key themes we discuss:
✅ Orthographic density and literacy: Why differences in written language systems matter when comparing reading outcomes across countries.
✅ Population homogeneity and “education tracks”: When we look at instructional outcomes data, the students included in the education system and the numbers matter. Are the same individuals “counting” when we compare results across countries?
✅ Teacher pay and professional identity: What Finland’s investment in teacher preparation and salary looks like compared to the U.S. (spoiler alert: Dr. Finister and I both think the US should be more like Finland on this one).
✅ Cultural perceptions of medicine vs. education: Why recommendations from evaluations are perceived differently depending on the setting and who is making decisions about services.
✅ Housing instability and socioeconomic factors: We’re educating students with complex needs in the US who have varying experiences outside of school. With this in mind, has the education system made more progress than what the media is saying?
Rather than looking for a one-size-fits-all solution, we highlight why U.S. educators, policymakers, and clinicians need to understand the challenges and opportunities when designing systems of support.
If you’ve ever wondered where the lines between clinical diagnosis and educational eligibility blur, this conversation will give you a grounded perspective.
Dr. Chrishawn Finister is an Independent Practicing Licensed Psychological Associate and a Licensed Specialist in School Psychology, possessing over a decade of experience in the role of School Psychologist. Recognized as a Nationally Certified School Psychologist, she is committed to utilizing diagnostically sound assessments to identify learning barriers and implementing research-based interventions to amend challenging behaviors effectively. Dr. Finister is an advocate of culturally competent practices and is dedicated to training future practitioners in the field. She received her foundational training in psychological pedagogy and assessments at Texas Woman’s University, where she completed her Master’s degree in 2010. While working in a prominent North Texas public school district, she advanced her education by earning a Doctoral degree in Educational Leadership and Policy from the University of Texas at Arlington in 2019. Her contributions to the field extend to academia, where she has served as a guest lecturer at the College of Education at Texas Christian University.
Places to connect with Dr. Finister:
Her private practice, Your Joy Psychological, PLLC
Website: https://yourjoypsych.com/
Business Instagram: @yourjoypsych
Her NonProfit, Texas Psychological Hive: https://thetexaspsychhive.org/
Non-profit Instagram: @texaxpsychhive
Additional Resources Mentioned in this episode:
Steven Pinker: https://stevenpinker.com/
Mark Manson: https://markmanson.net/
Dr. Tim Shanahan: https://www.shanahanonliteracy.com/
In this episode, I mention Language Therapy Advance Foundations, my program that gives SLPs and other service providers a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/
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