This thesis focuses on school and school social work as an educational partnership. So far, the implementation of school social work has been based on problem-oriented justification patterns, such as school social work as a response to social transformation processes and growing challenges for schools. Thereby, the aim is the stabilisation of the existing formal settings (transfer of knowledge, teaching and learning). In contrast, there are education-oriented justification patterns, where formal, informal, and non-formal relations in education are discussed equally. The “old” progressive education approach where “school is more than teaching” is gaining in importance. Considering these two views, the thesis works out justification patterns of an educational partnership. In this new context, the cooperative relationship obtains an enhanced, pro-active function. Furthermore, principles of action, such as participation and emancipation, attract stronger acceptance. Rather than on organisation, the focus hereby lies on children and the support in their process of growing up developing a self-reliant, trustworthy, and independent personality. Within the educational partnership, existing classifications (school pedagogy, social work) are replaced by “new” multi-professional teamwork. Based on theoretical discussions and an empirical survey at four new middle schools, this thesis presents success factors, for leaving old patterns behind and establishing a collaborative educational partnership between school and school social work.