Introduction

School efficiency researchers around the world who studied the activities of schools working with complex and diverse groups of students concluded that they are able to demonstrate high educational achievement. This ability is largely determined by the educational policies of the school, which allows them to be effective in adverse circumstances (Lupton, 2004; Pinskaya, Kosaretsky, & Froumin, 2011; Reynolds, Chapman, Kelly, Muijs, & Sammons, 2011; Siraj & Taggart, 2014; Teddlie & Reynolds, 2001).

Studies have made it possible to identify some factors at the school level as a whole and at the individual teacher level, which can be considered as conditions that help students overcome various barriers in learning. A large number of works are devoted to the impact of positive school experience on academic results (Chapman et al., 2012), which was confirmed for Russia (Pinskaya et al., 2011). Another factor related to the achievements of children in school is the school climate, which operates at the class level and the school as a whole (Tagiuri, Litwin, Barnes, University., & Administration., 1968).

For our study, the following are the most important components of the school climate: the nature of the relationship between teachers, teachers and students, parents, administration; expectations about the achievements of schoolchildren from teachers, administrators, parents and students themselves; system of norms and rules, regulating the relations of the participants in the educational process, features of the evaluation system. Some works confirm the relationship between these factors and the achievements of students. For example, there are works showing the importance of a caring teacher who supports the student; safe and organized school environment; positive expectations; involvement in academic activities and school life in general. (Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004; Wang & Gordon, 1994). Also, researchers note the importance of teamwork and partnership between the family and the school (Masten, Herbers, Cutuli, & Lafavor, 2008).

It is especially important to describe the successful practice of schools in which children from socially disadvantaged families are concentrated. This study continues and develops the results of quantitative surveys using qualitative analysis methods in field study conditions. This allows us to describe in more detail the educational strategies, pedagogical attitudes of teachers, the culture and the nature of relations in schools that successfully implement inclusion in a broad sense (combining children with different levels of abilities, different cultural experiences, strategies and requests for education). We think that findings in our study are global and may be useful all over the world.

Research questions

1. What specific strategies do teachers use to ensure inclusion in schools with high diversity of the contingent?
2. What tasks, besides educational, do teachers solve in such schools?

Methods The research has been conducted at schools which on the basis of characteristics of the contingent of students have been evaluated as working in adverse social conditions. Students of these schools showed the academic resiliency, in other words showed results at the level of the top 25% of distribution by results of State exams at their region and 30% of the best on educational achievements in TIMSS on national selection. The case-study was conducted at three schools of two regions of the Russian Federation differing on the number of students, type of educational programs, a territorial arrangement and degree of social trouble. One of the schools is located in the industrial region of the large city, another on its suburb, the third in the small city. At one of the schools the vast majority of students are migrants. We used semi-structured interviews and focus groups with all participants of educational process: head of school, teachers, students and parents. In order to analyze the collected data, we used Atlas.Ti, which is needed to simplify the process of working with qualitative data and helps to save considerable amount of time processing large amounts of text. At that part of the study, we have chosen the methodology of qualitative content analysis. A directed content analysis was the frame (theory is prior) with additional codes added during the encoding process relevant to the original research objectives. (Hsieh & Shannon, 2005).

Teachers in resilient schools aimed not only at education, but also at students’ self-sufficiency, self-control, planning and evaluating skills. High expectations are hold not only about students' academic achievement but also about their ability to choose an educational trajectory and a profession. The typical strategies of teachers in resilient schools are: Schools are trying to create system with transparent requirements to the process and results of learning, evaluation objectivity, individual support and stimulation of educational activity of students. Schools and teachers consider their mission as the formation of skills of 21 century: students should develop critical thinking, abilities to define their own opportunities, professional plans and have to be responsible for them. Our analysis has shown that these subjects are the most significant for all participants of educational process. Teachers are using different methods dealing with different groups of students. First of all, they distinguish two categories of students that require special attention: students with low achievements and those, who have intense interest in learning or high-motivated students. The most widespread form of supporting high-motivated students is additional individual lessons that teachers provide on request from students. Schools support high-motivated students by preparing them for different and quite frequent academic competitions. Sometimes there are filed-specific classes and scientific project groups. The choice of the school trajectory concerning the described groups depends on the school resources and overall number of students. In addition to the specific educational objectives, teachers in those schools solve the problems of socialization of children from disadvantaged families and maintain their psychological health. Results of our research give the grounds for wide circulation of the educational strategies directed to reduction of the lag caused by adverse starting conditions and pedagogical neglect of students at all stages of the general education.

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