In his book, Mathias Mejeh analyzes school integration within an organizational sociological context. He succeeds in clarifying crucial questions related to this issue based on a novel network-theoretical foundation. With the legal establishment of school integration, schools as institutions are confronted with a variety of changes. The associated development of relevant concepts raises the question of how and to what extent the actors involved in their implementation respect the new regulations. Can teachers adhere to legal requirements when implementing school integration, or can laws be designed in such a consistent manner that they are actually feasible in educational practice?.