With the increasing implementation of school social work, reform processes in the education sector are emerging, which also come into play in the context of the local education landscape construct. At the same time, the changing educational conditions have structural consequences that challenge the professional positioning of the field of action and integrate it into school development processes. The six contributions in this volume address the currently open questions regarding framework conditions, target groups, cooperation practices, development potentials, analytical tools, and the utilization of school social work, further exploring their possibilities and the limits of reform potential. Contributions are provided by Petra Bauer and Eberhard Bolay, Laura Holtbrink and Nicole Kastirke, Heinrich Ricking, Karsten Speck, Anke Spies, and Christian Vogel. The target audiences include researchers in the fields of education science, social pedagogy, and school research, professionals in the field of school social work and child and youth welfare, teachers of all school types and levels, training and education officials in municipalities and school administration, as well as students and lecturers in the fields of social pedagogy, social work, and educational science. The editor, Dr. Anke Spies, is a professor of education science at the Institute of Education at Carl von Ossietzky University Oldenburg.