Abstract:

Although the essential components of inclusive education are enshrined in the Guidelines for the Implementation of Inclusive Education (2017) and supported by various studies (Galkienė, 2021; Mieghen et al., 2020; Michel, 2020), not all schools in Europe demonstrate genuinely inclusive education policy (ESIUA, 2019). Many remain limited to providing narrow support for pupils with special educational needs rather than ensuring fair and equitable education for all (Magnuson et al., 2019; Kuginytė-Arlauskienė, 2020; Boyle et al., 2020). Given these challenges, all-day school (ADS) is increasingly viewed as one possible avenue for strengthening inclusive education (Reh et al., 2011; Fischer & Loparics, 2022). To ensure that ADS can contribute meaningfully to inclusion, maintaining its continuity from primary to secondary school is particularly important.

In Lithuania, the ADS concept and possible ADS models were developed in 2017–2019, but schools implemented them fragmentary, mainly through after-school non-formal activities (All day schools…, 2017). A system for monitoring ADS activities was neither commissioned nor implemented, and research objectively reflecting its practical implementation remains limited. In response to these challenges, a project was launched to prototype an evidence-based ADS model for implementing inclusive education (No. P_EDU-23-3, co-funded by EU under the project Breakthrough in Educational Research No. 10-044-P-0001, Agreement with the Research Council of Lithuania, 1 April 2025; Joint Activity Agreement with MRU).

The aim of this presentation is to introduce one stage of this process—findings from consultations with different stakeholder groups that inform the development of an inclusive, continuous ADS model from grades 1 to 8.

The qualitative research methodology was applied. Five focus groups were formed with heads of ADS, municipal representatives, and educational policymakers. Sampling criteria included experience with ADS and geographical location to ensure representation from all regions of the country. Collected data were analyzed using qualitative content analysis, and social research ethical principles were strictly followed.

Research data show that most ADS initiatives were started through external projects (e.g., by municipalities or the ministry), and only in exceptional cases were they initiated by the schools themselves. Focus group participants emphasized that ADS was initially introduced to address parents’ needs, with children’s needs mentioned only later. Most schools follow the ADS Extended Day model, while the Integrated model is applied much less frequently. The data also indicate that ADS contributes significantly to inclusive education; however, it faces a lack of financial and human resources necessary to ensure full inclusiveness. Inclusive education tends to be stronger in primary ADS classes, while ensuring inclusion at the secondary level is more challenging. Schools are often unable to maintain continuity of ADS after primary school graduation and therefore must apply other means to support inclusiveness.

In conclusion, while ADS has clear potential to strengthen inclusive education, its long-term impact depends on sustainable funding, adequate staffing, and continuity across school levels. Strengthening coordination between primary and secondary education remains crucial for ensuring smooth transitions and improving inclusion outcomes.

Keywords:

All day school, inclusive education, transition from primary to secondary school.