The theoretical focus of the study published here is the presentation and analysis of all-day school policy under the questions of policy analysis. A research section presents an empirical pilot study that was conducted and its results. The relationship between the introduction of all-day school offerings and the employment development of mothers is examined. There is scant empirical evidence regarding this novel development, indicating a need for increased observation and investigation. Therefore, the topic concerns developments in social areas affected by the current educational policy offensive. Of particular interest is the interplay of the IZBB policy with its objective of introducing all-day schools and the conditions for women, employment, children, and family.