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Gero Lenhardt discusses the modernization of educational culture, emphasizing a shift from a myth of planned support to fostering independent learning. Eiko Jürgens explores promoting self-regulated learning and aligning learning and performance cultures in schools. Sybille Volkholz reflects on accountability and respect in education, while Gesine Götting critiques the individual learning support project from a psychological perspective. Monika Willenbring addresses resource-oriented support and its implications in educational policy. Manfred Franke provides insights on the evolving role of schools, and Hans-Jürgen Vogel offers perspectives from the Lower Saxony State Parents' Council on improving support. Annemarie von der Groeben highlights differentiated support through the Laborschule Bielefeld model, and Ingrid Kaiser discusses the benefits of embracing differences in education. Regine Bondick and Renate Bleyer share the journey of the Max-Brauer-Schule towards a new educational model. Heidrun von der Heide advocates for individualized learning to nurture talents, while Alfred Hinz argues for schools as places of personal development, emphasizing the importance of the four "R"s: Reviere, Regeln, Rituale, and Rhythmus. Manfred Franke and Corinna Harms outline strategies for creating a successful learning culture at the Hannah-Arendt-Gymnasium, and Urte Wehrhahn presents a conceptual approach to support. Reinhardt Lange det