This paper aims to gain longitudinal insights into the development of collaboration in school environments and asks which types of collaboration, collaborating stakeholders and effects of collaboration can be identified. Research has shown that collaboration in schools enhances school development and learning outcomes. While multiple quantitative studies already exist, this paper offers an in-depth qualitative approach through a large-scale longitudinal study at schools in challenging circumstances. Through conducting semi-structured interviews data was collected at various measurement points over a multiple-year period. 75 schools are currently participating in the study and since 2016, 659 interviews have been collected. Currently, the presented research project is at an early stage of qualitative content analysis. Therefore first, a theoretical framework will be presented that links cooperation with possible effects and school development. Second, the collaboration between principals, teachers, pedagogical staff, parents and students in the context of school environments will be outlined. In addition, collaboration with stakeholders outside of the school environment will be investigated. Third, a first typification of different forms of cooperation in school environments/between stakeholders will be reconstructed and discussed.

Spieß (2004) defines collaboration from an organisational-psychological perspective as follows: "Collaboration is characterized by a reference to others, to goals or tasks to be achieved together. It is intentional, communicative, and requires trust. It presupposes a certain autonomy and is committed to the norm of reciprocity" (Spieß, 2004, p. 199). The greater independence of schools, shared goals of educational institutions, and general school development intensifies communication, making collaboration, contacts, and cooperative relationships with external stakeholders such as parents, school supervisors, school authorities, representatives of public life, the economy, public institutions, and the media more important. However, collaborative relationships become more intensive (quantitatively and qualitatively) not only outside the school but also within the school. It is essential to develop and improve collaboration within the school environment to ensure sustainable learning outcomes and school development (Huber, 2012). School management, as well as the teaching staff and the students, represent the school and thus help to strengthen the school's prestige, competitiveness and learning outcome. As part of school development, promoting collaboration among the teaching staff, the principal, the students and other pedagogical staff is crucial. Therefore, collaborative forms of work should be effectively organised.

While studies about collaboration in schools already exist, this study focuses on an in-depth qualitative investigation of schools in challenging circumstances. Due to their location and the composition of their student body, these schools are exposed to difficult conditions and are particularly challenged. For example, schools in challenging circumstances have a high percentage of students from non-privileged family situations (often measured in terms of the educational and financial circumstances of the parents). These poorer socio-economic circumstances are associated with special compensatory services provided by the school. Some schools may be more challenged than others for very different reasons than other schools (Huber, 2012). These include for example low graduation rates or poorer learning outcomes (Holtappels et al., 2017). Furthermore, an accumulation of dysfunctional organisational characteristics (composition effect), which, among other things, leads to a significantly lower school quality and/or more difficult school development processes. Characterisation as a school in challenging circumstances is, however not always aligning with reduced school quality and output (Racherbäumer & van Ackeren, 2015).

The central questions of the research project are:

1. What types of collaboration can be identified throughout the environment of schools in challenging circumstances?
2. How does collaboration develop between stakeholders inside the school and out-of-school contexts?
3. What effects are achieved through identified forms of collaboration?

The qualitative longitudinal study examines the development of collaboration among various stakeholders in the context of school environments in Germany (75 Schools). The schools were chosen systematically in the state of North Rhine-Westphalia based on their status as schools in challenging circumstances. A biannual collection of interviews with schools, teachers, pedagogical staff, parents and students addresses the above-mentioned research questions through the analysis of individual cases and cross-case comparison. The research project includes three cohort groups G1, G2, and G3 which started in 2016, 2017 and 2018. Overall, three longitudinal datasets (t1, t2, t3) were collected as following: G1: 2016 (t1), 2018 (t2), 2023 (t3); G2: 2017 (t1), 2020 (t2), 2023 (t3) and G3: 2018 (t1), 2023 (t2). Due to the pandemic, the second wave of data collection of the set G3 (t2) has been postponed leading to an estimated inquiry of G3 (t3) in 2024. The study is still ongoing, at present, the project consists of 659 interviews of different stakeholders: t1: 321 interviews; t2: 226 interviews and t3: 112 interviews. Using a quantitative co-study with the same cohort groups, the number of interviews/schools in t2 and t3 was reduced through a “most diverse” approach based on the quantitative data output. Due to the early stage of qualitative analysis in the project, this paper will discuss the “most diverse” longitudinal cases (approx. 90 interviews) out of the presented pool of 75 schools. Given the substantial volume of data in this study, we employ systematic content analysis following the methodology outlined by Kuckartz & Rädiger (2022). Drawing inspiration from Phillip Mayring's content analysis framework, this approach diverges in its methodology. While Mayring (2015) underscores a theoretical foundation guiding content analysis, Kuckartz & Rädiger (2022) prioritize the inductive nature of analysis. Their methodology provides a nuanced exploration utilizing advanced software techniques and a specific focus on typification—a methodical search for multidimensional patterns that enhances comprehension of complex subject areas or fields of action.

Building upon the findings of this early stage qualitative project, we aim to outline valuable insights that will contribute to the formulation of recommendations tailored for both national and international schools facing challenging circumstances. The theoretical framework initially presented will serve as the basis for our recommendations, as it establishes the foundational link between cooperation dynamics and their potential impacts on school development and leadership. In extending our exploration, this paper will delve into the intricacies of collaboration not only among principals, teachers, pedagogical staff, parents, and students within school environments but also examine the collaborative efforts with stakeholders external to the school setting. Our focus on typifications of cooperation within schools and between stakeholders will be instrumental in reconstructing and discussing initial findings. The unique context of schools in challenging circumstances will underscore the critical nature of our investigation, shedding light on how collaboration unfolds in the day-to-day operations of such environments and its potential implications for successful school development and leadership. Consequently, the synthesized knowledge will pave the way for tailored recommendations aimed at enhancing collaboration practices in schools facing adversity, both on a national and international scale.

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