Coexistence and learning: The challenges and benefits of age diversity in the Eskola Txikiak

In today's world, where the single- grade model is most prevalent, some schools are offering a more flexible organisational model based on respecting the learning pace of each child. This study examines a scarcely explored topic, with the objective of elucidating inclusive and flexible organisational practices and underscoring their educational benefits. To this end, this study focuses on a total of six Eskola Txikiak, or rural schools, in the Basque Autonomous Region. These schools are organised into comprehensive workshops, where coexistence and interaction between children from 3 to 12 years of age is a distinctive feature. The objectives of this study are as follows: (1) Identify the specific difficulties and challenges faced by teachers in a context of age diversity in the Eskola Txikiak school network; (2) describe the benefits of age diversity in children's education; and (3) present the contributions of interactions between boys and girls of different ages to the perception of diversity. This research encompasses critical ethnographic methods. It involves 45 children aged 6–12 and 20 teachers. The data collection consisted of 630 h of participatory observation, documentary analysis and 13 focus groups. The analysis was based on categorisation, coding and triangulation. The findings show that coexistence among various ages encourages learning and development that is both academic and affective, thereby fostering greater tolerance toward diversity. These results highlight the need to readjust school organisation, reinterpret the curricula, offer diverse pedagogical proposals, redefine the role of teachers and emphasise the pedagogical and social value of age diversity.