E-Mail Address: Till. Neuhaus@ uni-bielefeld. de Abstract: Schools and other educational settings are entities in which countless decisions are made every day. These decisions involve an abundance of potential choices ranging from food choices in cafeterias, course selections, the consumption of tobacco with peers, or the question to even attend school or not. While researchers and practitioners alike are well aware of the fact that our choices are influenced by external factors (ie peer pressure), very little research has been dedicated to the systematization and improvement of these external factors. This paper presents a concept called “Nudging”, which considers the plethora of externalities which constitute the decision architecture, and aims at the improvement of these. Nudging is grounded in empirical, psychological research and tries to create scenarios in which impulsive and unreflective decision-making results in better, not worse, decisions; by carefully constructing positive decision architecture, nudging tries to make it easy for people to do the right thing. This paper tries to bridge the gap between the already existing literature on nudging and the educational sector by presenting the concept as such and then presenting two case studies in which nudges have been used to improve decisions and behaviors.