ABSTRACT
Despite being viewed as highly equal welfare societies, child poverty remains an unsolved problem in the Nordic countries. This article investigates the various types of institutionalised, underlying beliefs about child poverty held by professionals working within the Finnish primary school system, and how these assumptions shape school practices related to equality issues. Based on focus group interviews with 34 school-based professionals, the study found that while economically vulnerable pupils are routinely encountered, poverty is rarely discussed among staff or with families. Our results highlight the need for critical self-reflection by school-based professionals, as patterns of inadequately poverty-sensitive thought and behaviour were detected.