Multidisciplinary cooperation is considered a central element of all-day schools and inclusive school development (Lütje-Klose et al. 2024; StEG-Konsortium 2019). Findings indicate that multi-professional cooperation also requires long-term coordination and structural anchoring (Schüpbach et al. 2012; Tillmann 2011). Building on four levels assumed to be relevant for cooperation—individual, interactional, institutional, and factual (Lütje-Klose et al. 2024)—this study examines the extent to which the beliefs and experiences of multi-professional teams change or remain stable over the course of a three-year school development project. To this end, seven teachers and nine educational specialists at an inclusive primary and comprehensive school were interviewed at the start of the project (t1 = 2020/21) and at the end (t2 = 2022/23). The evaluation was carried out using content-structuring content analysis (Kuckartz und Rädiker 2022). The results show clear stabilization over the period and across all professions: basic attitudes such as child-centeredness and multi-perspectivity remained central at both points in time. The assumption that multi-professional cooperation improves the support of children and young people in psychosocial risk situations also proved to be stable. At the same time, changes became apparent. At t2, respondents described a clearly defined common approach and systematic cooperation and communication processes. Professional differences were only apparent in isolated cases (e.g., greater reflection on training among teachers), but these did not become entrenched; rather, they intertwined depending on the situation. Overall, the findings show that multi-professional cooperation in inclusive school development processes represents an interplay of stable orientations and process-oriented further developments, requires reflective negotiation over a longer period of time, and places children and young people at the center of cooperative action.
