Where it is more widespread, it does not always favour the most vulnerable students, but rather tends to favour middle-income and lower-middle-income young people. In any case, the support provided by grants must be complemented by actions within education systems, where the available supply needs to be tailored to take in adolescents and youths who, in many cases, are the first generation to attend high school or college. Several countries have made progress along these lines at the primary education level, there are a number of models for full-time schools (Mexico and Uruguay) and full-day schools (Argentina). This policy increased the number of hours a week from 30 to 38 in basic education and from 36 to 42 at the secondary level. It sought to improve the quality of education and ensure equal opportunities by expanding classroom time. And there was the implicit aim of avoiding the risks and disadvantages of exposing children and young people to risk factors external to the education system, in more vulnerable contexts (Staab, 2012).