Although inclusive education is widely promoted across Europe, school practices often remain focused on compensatory support for pupils with special educational needs, rather than addressing educational difference in a broader sense. Previous research suggests that the all-day school (ADS) model may offer opportunities to better respond to learner diversity; however, evidence on its role in supporting inclusive practices across educational stages remains limited.
This presentation reports findings from a qualitative study conducted in Lithuania within the project Inclusive Education at All-Day School, which aimed to develop an evidence-based ADS model supporting inclusive education pathways. The study explores how ADS addresses educational difference beyond narrowly defined special educational needs. Five focus groups were conducted with ADS school leaders, municipal representatives, national education policymakers, selected based on their experience with ADS implementation and regional representation. Data were analysed using qualitative content analysis.
Findings indicate that most ADS initiatives were externally initiated and primarily designed to meet parental supervision needs, with learners’ diverse educational needs addressed secondarily. Extended Day model predominates, while integrated approaches combining academic, social, and therapeutic support remain limited. ADS was perceived as supporting inclusive practices, particularly in primary education, through additional learning time, differentiated activities, and social support. However, insufficient financial and human resources constrain targeted support for learners at the secondary level.
The study concludes that ADS can meaningfully contribute to addressing educational difference only if continuity across school levels, specialist staffing, and sustained investment are ensured.

Authors:
Jolanta Pivoriene, Mykolas Romeris University, Lithuania
Odeta Merfeldaite, Mykolas Romeris University, Lithuania
Asta Railiene, Mykolas Romeris University, Lithuania
Daiva Penkauskiene, Mykolas Romeris University, Lithuania
Violeta Jegeleviciene, Mykolas Romeris University, Lithuania

About the Presenter(s)
Dr. Odeta Merfeldaitė is a professor at Mykolas Romeris University. Her research interests include educational support within the school community, strengthening school communities, and forming interdisciplinary support teams.
https://www.linkedin.com/in/odeta-merfeldaite-a9332262/

Dr. Jolanta Pivoriene is a professor at the Faculty of Human and Social Studies at Mykolas Romeris university, Vilnius, Lithuania. Her research interests are vulnerable children and youth, children welfare, all day schooling, higher education.
https://www.linkedin.com/in/jolanta-pivoriene/

Assoc.prof. Daiva Penkauskiene works at Mykolas Romeris University. Research interests - qualitative research, didactics, development of critical thinking. She is part of the research team for the project "Inclusive Education in All-Day Schools"
https://www.linkedin.com/in/daiva-penkauskiene-7626a920/

Prof. Dr. Violeta Jegelevičienė is a researcher at Mykolas Romeris University focusing on education, social work and social welfare, with emphasis on critical thinking, professional engagement and interdisciplinary practice

Connect on Linkedin
https://www.linkedin.com/in/odeta-merfeldaite-a9332262/

Connect on ResearchGate
https://www.researchgate.net/profile/Odeta-Merfeldaite

Additional website of interest
https://cris.mruni.eu/cris/entities/person/odetamerfeldaite

See this presentation on the full schedule – Saturday Schedule

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