What concepts shape the discourse around all-day schools? And what expectations do parents, as well as politicians, have for this type of school? This book provides a well-founded introduction to the topic of "all-day schools." The authors summarize the history of reform pedagogy and the current state of research. They demonstrate how support programs and homework can be linked, what opportunities exist for leisure activities, working groups, and cooperation with external partners. Finally, they consider the implications for the organization and development of all-day schools.