Coexistence and learning: The challenges and benefits of age diversity in the <i>Eskola Txikiak</i>

Abstract 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, re‐interpret the curricula, offer diverse pedagogical proposals, redefine the role of teachers and emphasise the pedagogical and social value of age diversity. Context and implications Rationale for this study: this research presents an in‐depth study of six rural schools located in the Basque Autonomous Community (Spain). It focuses on one of the key characteristics shared by rural schools: age diversity. The study aims to explore how these schools respond to age diversity and to identify its contribution in children's education. As this is a matter that requires more in‐depht understanding. Why the new findings matter: the study aims to give value to the rural context and the contributions of public education. It may be of particular interest to Eskola Txikiak , by highlighting the valuable work carried out in these schools and supporting reflection and improvement of their own pedagogical practices. Implications for educators, families, educational researchers and policy makers: the results and conclusions of this study may be highly relevant for several audiences: for teachers working in rural schools, offering insights into how to address age diversity; for families whose children attend multi‐age rural schools, helping them appreciate the benefits of such groupings; and for policy‐makers, encouraging reflection on the value of mixed‐age interactions.