DOI: 10.25592/uhhfdm.14771
title: Strengthening the educational success of socially disadvantaged children with a migrant background at all-day schools - expert interviews (restricted-access version available from January 1, 2026)

description: <strong>Research project</strong>

The project “<em>Educational Success and Social Participation of Socially and Educationally Disadvantaged Students with Migration Background in Extended Education</em>” (abbr. in German: <em>GeLeGanz</em>) was funded by the German Federal Ministry of Education and Research (BMBF) under the funding code 01JB211A-C from 2021 to 2025.

Traditionally, the German education system is organized as a “half-day”-system; instruction usually takes place in the morning. Many stakeholders see the conversion from half-day to all-day schooling as a way of overcoming the challenges facing the system, including those posed by immigration. High expectations are attached to the expansion of all-day schooling, in particular the strengthening of the educational success and social participation of socially and educationally disadvantaged students with a migration background. As yet however, these goals have not been sufficiently achieved in Germany. Education systems in other countries have established comparable offerings of high quality that appear to be effective. The GeLeGanz project aims to use findings and knowledge from other countries to better exploit the potential of all-day schools in Germany, particularly at the primary school level. The primary focus of the GeLeGanz project is on the potential of all-day primary schools to improve the educational opportunities of socially and educationally disadvantaged students, in particular those who live in a migrant family.

GeLeGanz is a collaborative project, carried out by three partners.

Freie Universität Berlin (FU):


 Prof. Dr. Marianne Schüpbach (Coordinator of the collaborative project, Co-head of the subproject FU Berlin): marianne.schuepbach@fu-berlin.de
 Dr. Nanine Lilla (Co-head of the subproject FU Berlin): nanine.lilla@fu-berlin.de
 Dr. Haiqin Ning (Researcher, Operational coordinator of the collaborative project): haiqin.ning@fu-berlin.de
 Jule Schmidt (Researcher): jule.swaantje.schmidt@fu-berlin.de


German Children and Youth Foundation (DKJS):


 Anna-Margarete Davis (Co-head of the subproject DKJS): anna-margarete.davis@dkjs.de
 Nicola Andresen (Co-Lead of the subproject DKJS and school counselling): nicola.andresen@dkjs.de


University of Hamburg (UHH):


 Prof. Dr. Dr. h.c. mult. Ingrid Gogolin (head of the subproject UHH): gogolin@uni-hamburg.de
 Luise Krejcik (Researcher): luise.krejcik@uni-hamburg.de


To achieve the objectives, the project was divided into the following phases:

Phase I: Expert interviews<em> with researchers from the German and international research context</em> on their perception of quality features and conditions for the successful design of all-day schools.

Phase II: The experts were interviewed again to evaluate and further specify the results with regard to the target group. For this, they were provided with a summary of the statements made by researchers from the German and international research context in Phase I.

Phase III: Focus group interviews with various practice-oriented actors from the German all-day school context, based on the results of expert interviews, to gain information and assessments related to the implementation of measures that might improve all-day schooling in Germany.

Phase IV:  Based on the insights gained in the first three parts of the project, materials and concepts should be developed together with practice partner DKJS and transfer partners.

Project website: https://www.ewi-psy.fu-berlin.de/en/v/geleganz/index.html

<strong>Data set in UHH </strong>

The present data set comprises 30 expert interviews with 15 researchers from the German education research community, which were collected as part of the GeLeGanz project in phase I and II.

<strong>Experts:</strong> 15 researchers were interviewed twice (1x in phase I and 1x in phase II of the project). All were experts with relevant research experience, but different perspectives on the project’s guiding questions: all-day schools, informal and nonformal education, cultural and language diversity, social inequality and school development. The interview partners were identified via a review of empirical research on conditions of educational success of socially disadvantaged children with a migrant background and the potential advantages of all-day schools.

<strong>Interview procedure & topics:</strong> A sequential approach was chosen for conducting the interviews: In Phase I, interviewees were asked for


 research-based assessments of features of high-quality all-day schools, especially for the support of socially disadvantaged children with a migration history,
 factors that promote or hinder participation in all-day schools’ offers,
 assessments of the current all-day school landscape in Germany.


In Phase II, the experts were interviewed again. They were provided with a summary of the statements made by the German and international experts in interviews of phase I. Experts were invited to prioritize the mentioned quality features and the potential for adaptation and implementation in the German context.

A semi-structured, problem-centred approach was used to conduct the interviews (Witzel, 2000). The guidelines included narrative-generating impulse questions, follow-up questions to promote understanding and narrative generation, and ad hoc questions on the topics discussed. The interviews were conducted in German by two trained interviewers (online or analogous). All interviews were recorded based on informed consent.

<strong>Period of the survey</strong>: The interviews were conducted from March to December 2022.

<strong>Transcription & anonymization:</strong> The transcripts were initially computer-generated, then completely revised manually according to established transcription and anonymization rules (Rädiker and Kuckartz, 2019, p. 44f).

<strong>Contents of the data set UHH:</strong>


 Collected storage of the 30 interview transcripts in a single MAXQDA project (version 2022, MX22-file)
 Individual file of the 30 interview transcripts in Excel format (xls) and html format
 Anonymization and transcription rules, data naming scheme (pdf)


<em><strong>Note: </strong></em>The dataset is stored in the ZFMD repository of the University of Hamburg in both an open-access (DOI  10.25592/uhhfdm.14815) and a restricted-access version (DOI 10.25592/uhhfdm.14771). Both datasets are available from January 1, 2026. In the open access dataset, research-related data such as research projects and studies of the respondents are anonymized in addition to personal and school-related data. In the restricted access dataset, only the respondents' personal and school-related data are anonymized.

<strong>References:</strong>

Rädiker, S., & Kuckartz, U. (2019). <em>Analyse qualitativer Daten mit MAXQDA: Text, Audio und Video</em>. Springer Fachmedien.

Witzel, A. (2000). Das problemzentrierte Interview [25 Absätze]. <em>Forum: Qualitative Social Research</em>, <em>1</em>(1), Article 22. http://nbnresolving.de/urn:nbn:de:0114-fqs0001228
description: German Federal Ministry of Education and Research (BMBF), funding code 01JB211A-C
description: {"references": ["Ning, H., Schmidt, J., Lilla, N. & Sch\u00fcpbach, M. (2022). Educational success and social participation of socially and educationally disadvantaged students with migration background in extended education. IJREE \u2013 International Journal for Research on Extended Education, 10(1), 75-78.", "https://www.ew.uni-hamburg.de/forschung/podcast-bildungsschnack/01-22-bischna-januar.html"]}