Swedish educational system has a considerable history of concern with the social life of the students beyond the classroom´s activities. Educational reforms already in the 1960s gave particular attention to social components of the learning process. To a greater extent learning has been seen in connection to life outside classroom. Creating conditions to facilitate the interaction of the students with their friends, families and communities has been very much a part of an educational system built upon the principles of welfare state. New economical thinking in the governance of education in the 90s had impact in the services earlier provided. Still, new social challenges in urban areas have renewed the interest both from school, parents and local authorities in extension of school services. This paper attempts to trace the development of and to offer a systematized view of the additional services and activities provided by Swedish schools. It also reports recent experiences of services provided by schools involving the community. With focus on the singularities of Sweden, the paper argues furthermore for the relevance of cross-national studies in this area. It finally highlights the importance of context sensitivity in characterizing what is here termed as ‘full services and extended ‘schools’.