Current, successful teachers in the ITE programme recommend even more support and in-service training for former students (now teachers) because many graduates find it too difficult to influence unequal structures and practices relating to diversity and intercultural norms in their schools. Other ways to improve include creating a more diverse student body within the ITE programme (as most students are native Finnish), and advocating for ITE content in mainstream teacher education at Oulu University (Alasuutari and Jokikokko, 2010[i62i). Otherwise past cohorts may hold on to different approaches and, crucially, new and current teachers could fail to adapt to a continuously changing environment (Van Driel, Darmody and Kerzil, 2016, p. 71(i67j). Continuous professional development programmes include support for student teachers in the transition to the teaching workforce as well as providing opportunities to practice and learn about new strategies to manage diversity once they are in the profession.