School leaders’ experiences of implementing and organizing full-day schooling as a school development project

Full-day schooling, in this study, refers to an extended school day for pupils aged 6–9, including instruction, school meals, structured activities, and homework assistance. The article explores school leaders’ experiences of implementing full-day schooling, highlighting practical and organizational impacts on teachers’ work and pupils’ learning. It investigates how school leaders experience the implementation of full-day schooling as part of a broader school development initiative, offering insights into the pedagogical and structural implications of such reform. The study is designed as a qualitative study using focus group interviews to collect data. The research was conducted within the context of a Norwegian pilot program involving a selected primary school and contributes to current discussions about educational reform and leadership in extended schooling models. The findings are relevant to policy makers, researchers and educational leaders aiming to improve school policy and development. The research emphasizes aligning organizational change with pedagogical practice to support diverse, practice-based learning. While the findings are primarily drawn from school leaders’ own perspectives, the study raises critical questions about whether extended schooling alone can improve learning outcomes and reduce social inequalities. The study analyses how organizational and pedagogical aspects of educational reforms impact schools, offering a basis for improved future development strategies.