The advancement of digitisation in all areas of life is currently omnipresent and presents schools with the challenge of systematically promoting the competent use of information and communication technologies (ICT) among learners (European Commission, 2020; Voogt et al., 2018).

This need for action is underlined by empirical findings for Europe and especially Germany that young people only have an average level in the field of media competencies (Eickelmann et al., 2019; Fraillon et al., 2019). In addition, the results clearly show that there is a significant correlation between the cultural capital and socio-economic status of schools-children's families and the degree in which those competencies are sufficiently developed (Fraillon et al., 2019; Hatlevik et al., 2018; van Dijk, 2020).

Overall, the empirical findings indicate existing tensions between the demands on education systems and especially schools on the one hand and the personal needs and characteristics of students on the other hand. To bridge these tensions, a link is needed to promote the competences of adolescents systematically and in a way that is tailored to their needs.

School media concepts play a significant role in this context: In theoretical framework models these concepts are located at the process level of school (Eickelmann & Drossel, 2019) and are themselves considered to be a relevant prerequisite for an adequate school quality in the course of digitisation. In fact, this research suggests that school media concepts are used as control and development instruments in which they can help anchor the individual school development goals and visions for systematic media skills promotion conceptually, across disciplines and in the long term (Dexter & Richardson, 2020; Vanderlinde et al., 2014). Through their described mode of operation, they can contribute significantly to ensuring that all students acquire a basic level of media competencies, which are necessary for participation in the 21st century life.

To what extent and under what conditions school media concepts fulfill their function ascribed, especially those schools with particularly challenging student compositions, has so far been considered to be largely unexplained.

This results in the following research questions, which are addressed in this paper as to whether school media concepts are suitable as school development instruments in terms of their organisation, form and content and what role they play in the school development processes of a single school with particularly challenging student compositions. Furthermore, in a second step, it is analysed which conditional factors can be identified for the implementation process of school media concepts in such schools. For this reason, conditional factors are examined, which were derived from the current state of research in school development research and school effectiveness research (with ICT).

The following research questions are focused in detail:

1. To what extent are school media concepts with regard to their organisation, form and content suitable as school development instruments and what significance do they have in the school development processes of a single school with particularly challenging student compositions?
2. Which conditional factors that support or hinder the implementation of school media concepts can be identified in schools with particularly challenging student compositions?

The methodical design of the present contribution is a longitudinal case study design (Yin, 2014). The research design features an annual survey conducted between 2017-2019 and a mixed methods approach, which will be outlined briefly in the following paragraph: At the first survey time (2017), the school media concepts were examined with the help of qualitative and quantitative content analyses. The aim was to evaluate the concepts in terms of their formal, organisational and content-related form. At the second survey time (2018), the school management and the media coordinator as well as a media advisor of the responsible educational administration were interviewed about the implementation process of the school media concept of their respective school with the help of guideline-based interviews. In addition, the teachers' views were collected by means of a quantitative survey. The structures and questions of the guidelines of the interview studies and the quantitative survey were derived from existing findings of school effectiveness and school development research and can be assigned to the different levels of school (context, input, process, output). At the third survey time (2019), guided interviews were again conducted with all media coordinators of the case schools. The aim was to assess the development of the implementation process after one school year. The sample consists of schools, which were selected consciously and based on predetermined criteria. All schools had to meet the following criteria: 1. It is a secondary school in the German federal state of North Rhine-Westphalia; 2. There was or is a cooperation with a media advisor from the responsible educational administration; 3. A school media concept is available and is up-to-date (new or further development in the last one to two years); 4. It can be statistically proven that the schools have a particularly challenging student composition. The evaluation of the individual results is carried out through individual and cross-case analyses (Miles & Huberman, 1994) along conditional factors. The analyses are implemented using both case-oriented and variable-oriented strategies. While the qualitative data was analyzed using MAXQDA, the quantitative data was evaluated using the statistical Analysis Software SPSS.

The results of the study highlight that school media concepts with their content and quality are themselves a conditional factor for the implementation process. The strengths of the analysed media concepts can be identified primarily in the formal criteria: All examined concepts follow a comprehensible formal and up to date design. Additionally, weaknesses have been identified particularly in the content. However, they have a need for content development in order to be able to meet the intended function ascription. Furthermore, it is important to mention that in the textualisation all the particularly challenging student compositions schools find little or no consideration. Further both inhibiting and conditional factors for the implementation of school media concepts can be emphasized from a multiple perspective. They are characterised by a set of interactions and were perceived by school and extracurricular actors. The particularly challenging student compositions are only implicitly considered as condition factors for the implementation of the school media concepts. In general, this research shows that the importance of school media concept decreases after the implementation process and that the potential is not being fully exploited. Under these circumstances, they cannot mitigate social and origin-related disparities. The results provide significant recommendations for possible implementation in order to better achieve the plan formulated for Europe to enable all learners to participate in the 21st century (European Commission, 2020). Lastly, the actors in educational practice, the educational administration and educational policy are all called upon to act in order to create a more favorable status quo for the implementation of school media concepts. To give an example, regular evaluations of the actual implementation of school media concepts by educational administrations should be established, which would emphasise the potential of those concepts to bridge the tensions between societal demands and existing competence deficits.

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