<p>This article in the journal <i>“Gruppe. Interaktion. Organisation. (GIO)”</i> presents the results of a&#xa0;study on systemic factors influencing various forms of cooperation in networks involving school-based and out-of-school stakeholders. School networks and educational landscapes have become established strategies in the education system for promoting innovation. The inclusion of out-of-school institutions creates new learning environments and a&#xa0;broader range of educational opportunities. The article examines the context-specific nature of different forms of cooperation between school-based and out-of-school actors within educational landscapes, in relation to systemic factors. An input-process-output model is applied, using manifest variables collected longitudinally across 17&#xa0;educational landscapes in eight Swiss cantons. The study confirms a&#xa0;positive correlation between professional exchange during the project phase and the perceived emotional relief and professionalization at the end of the funded project phase. All types of cooperation are positively related with the coordination of actions by the local project leadership. This highlights the importance of support from a&#xa0;local coordination office in order to achieve not only positive outcomes for the school-based and out-of-school stakeholders but also long-term benefits for the children targeted by the educational landscapes.</p>