Expanded Learning Time (ELT) measures have been implemented internationally to reduce the likelihood of academic underachievement among students at risk. The goal of this article is to examine the components of an ELT initiative aimed at supporting students at risk of academic failure in order to optimize the components that can improve its use and organization. Through a mixed method research approach, we have analyzed the experiences of 1,786 5th through 10th graders, 238 teachers and 126 instructors of a city-wide after-school initiative in Spain. This within-group study examines the design of the support, the environment, and the interactions between stakeholders as key components to optimize this support and promote equity. The results show which support components are related to greater support use. The results also suggest understanding these measures as additional support placed within an enriched support network. Implications for practice, research and policy towards this type of initiative are also discussed.

国际上已采取扩大学习时间（ELT）措施，以减少有风险的学生学习成绩不佳的可能性。本文的目的是研究旨在支持有学业失败风险的学生的ELT计划的组成部分，以便优化可以改善其使用和组织的组成部分。通过混合方法研究方法，我们分析了西班牙全市放学计划的1786名五年级至10年级学生，238名教师和126名教员的经历。这项小组内部研究考察了支持的设计，环境以及利益相关者之间的互动，这是优化支持和促进公平的关键组成部分。结果显示哪些支持组件与更多支持使用相关。结果还建议将这些措施理解为在丰富的支持网络中提供的额外支持。还讨论了对此类倡议的实践，研究和政策的含义。