Are adolescents more socially integrated in all-day schools than in half-day schools?

Abstract

Abstract: In Germany, the number of all-day schools has been steadily increasing since 2001. This study examines the social relationships of students in all-day and half-day schools. We hypothesized that spending more time with different classmates in extracurricular activities and a greater emphasis on social skills in all-day schools contribute to higher levels of social integration. We also expected that classrooms with higher participation rates in extracurricular activities would exhibit higher levels of social integration. We analyzed data from the IQB Trends in Student Achievement 2018 study, including information from 10,010 ninth-grade students (15.49 years old; 49.0% girls) in 481 classrooms from 368 German secondary schools (202 half-day and 166 all-day schools). Linear regression analyses of different social integration measures at the classroom level, including self-reported and sociometric items, enabled us to explore differences in social relations based on extracurricular participation, controlling for school track and composition. Results showed that all-day schools exhibited higher levels of social integration than half-day schools. Additionally, classrooms with higher extracurricular participation rates displayed higher levels of social integration than classrooms with lower extracurricular participation rates. However, the effects of these findings were small.