Kuginytė-Arlauskienė, Ieva

This scoping review protocol aims to address the gap in knowledge synthesis concerning the interplay between inclusive education and all-day schooling (ADS). A search conducted in EBSCOhost yielded 470 peer-reviewed, full-text articles published within the last five years on all-day schooling, and 9,649 on inclusive education. Systematic reviews and meta-analyses on inclusive education in higher or secondary education (academic journals, full text, peer-reviewed, with no time limits) revealed 58 studies, but only one focusing on all-day schooling. These findings indicate that ADS remains considerably less investigated. Nevertheless, international research emphasizes the importance of implementing ADS grounded in the philosophy of inclusive education (Fredricks et al., 2004; Li & Lerner, 2011). However, there is still a lack of data-based evidence on how inclusive education is enacted within ADS. Therefore, this scoping review seeks to synthesize the available literature on both topics.

The perceived sense of (un)safety among students and teachers within the school environment constitutes a fundamental determinant of their well-being, academic achievement, and professional satisfaction. When this sense of safety is insufficient, students’ emotional health and engagement in school life may be adversely affected, while teachers’ professional performance and efficacy may also decline. The issue of students’ and teachers’ sense of (un)safety in schools by analysing selected international research findings from the perspective of both groups’ experiences within the educational environment. Date Updated Aug 26, 2026, 11:08 AM