The School Community as a Factor in Enhancing Children’s Social Experience

The article addresses the pressing problem of the deficit in social experience among students in small or geographically remote urban schools in Russia. The research focuses on identifying effective management mechanisms for forming school communities as a tool to compensate for limitations arising from small student populations, geographical isolation, shortages of teaching staff (especially psychologists and social educators), and a narrowing scope of social interactions. The empirical base consisted of in-depth semi-structured interviews with leaders and coordinators from 20 schools belonging to the Association of School Communities, located in various regions of the Russian Federation (Moscow Oblast, Vladimir Oblast, Volgograd Oblast, Republic of Tatarstan, Kaliningrad Oblast, etc.). Data analysis using thematic coding revealed key management practices that ensure the viability of communities under challenging conditions. These include creating flexible informal structures based on children’s interests (science clubs, project labs), values-based selection of teachers who share the school’s philosophy, active engagement of external partners (enterprises, museums, NGOs) to overcome isolation, and transforming the role of parents from passive observers to active participants through the «Parent-Expert» model. The results demonstrate that such mechanisms contribute to expanding students’ social roles through participation in co-governance and socially significant projects, foster an inclusive environment reducing the risks of psycho-emotional problems, and indirectly enhance academic motivation. The practical significance of the work lies in describing management mechanisms that ensure the viability of the school community environment for geographically remote or small schools. These mechanisms combine elements of student self-governance, extracurricular activities, volunteer initiatives, and networking with other educational organizations. The research results can be used in developing school improvement programs and preparing teachers to work under resource constraints. The study confirms that managerial flexibility, a focus on local resources, and the integration of external connections enable overcoming limitations. A cohesive school community not only improves academic performance but also plays a crucial role in preparing children for life in modern society.

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