This paper informs about a specific German concept in Pedagogy, the concept of "tact". Following an initial discussion of the particularities of the concept of (socio-) pedagogical tact, including its ethical and moral self-positioning and current demands for its operationality (1); will come the presentation of an empirical examination of the opportunities and limits to the feasibility of meeting these demands, based on a current example from the field of social work: 'integrated family support' (2); finally, options for further investigation of the potential effects of 'socio-pedagogical tact' will be identified (3).