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<p>Due to the extended time frame, all-day schools have more opportunities to promote inclusive educational goals in everyday school life than half-day schools. However, there is little empirical evidence on whether different types of all-day schools are better at achieving inclusive educational goals than half-day schools. The article examines whether pupils at half-day schools and open, partially and fully bound all-day schools differ in their self-assessment of their social participation, democratic education, support for their personality development and their empowerment. The analyses based on the INSIDE-study with <i>N</i> = 1097 seventh-graders at inclusive schools show that attending an all-day school does not provide a&#xa0;general advantage for achieving inclusive educational goals and that perceptions hardly differ between the organizational forms of school. Only personality development is rated slightly higher at partially bound all-day schools than at half-day schools. The results can be integrated in the general debate about the effectiveness of all-day schools.</p>

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Werden soziale Teilhabe und weitere inklusive Bildungsziele besser an verschiedenen Formen von Ganztagsschulen erreicht als an Halbtagsschulen?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月8日

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  • Julia Wittig,
  • Cornelia Gresch,
  • Lena Külker

摘要

Due to the extended time frame, all-day schools have more opportunities to promote inclusive educational goals in everyday school life than half-day schools. However, there is little empirical evidence on whether different types of all-day schools are better at achieving inclusive educational goals than half-day schools. The article examines whether pupils at half-day schools and open, partially and fully bound all-day schools differ in their self-assessment of their social participation, democratic education, support for their personality development and their empowerment. The analyses based on the INSIDE-study with N = 1097 seventh-graders at inclusive schools show that attending an all-day school does not provide a general advantage for achieving inclusive educational goals and that perceptions hardly differ between the organizational forms of school. Only personality development is rated slightly higher at partially bound all-day schools than at half-day schools. The results can be integrated in the general debate about the effectiveness of all-day schools.