This panel discussion delves into the localized exploration of the intricate relationship between schools, community interactions, and the cultivation of a sense of belonging among students. Focused on three specific Russian territories characterized by specific natural and climatic conditions, this study aims to decipher how schools strategically engage with local communities to enhance students' connections and, in turn, influence their life plans. The analysis remains grounded in the unique challenges posed by the territorial context, providing a nuanced perspective on the role of schools in fostering a sense of belonging among youth. The theoretical framework guiding this exploration draws from concepts of local identity, stakeholder theory, social capital, and ecosystem thinking.

The phenomenon of youth migration is a pressing issue not only in Russia but also within specific regions, presenting challenges to both local communities and broader societal structures. The migration of youth is a complex phenomenon influenced by various factors, including the socio-economic development of regions, educational opportunities, and employment prospects. Research indicates a prevalent trend of youth gravitating toward more developed urban centers, exacerbating labor market erosion in smaller towns and rural areas. Understanding the nuances of youth migration is crucial, especially in regions with challenging natural-climatic contexts, where socio-economic deprivation combines with territorial barriers such as harsh climates, remoteness, and inaccessibility.

One often overlooked aspect is the impact of a sense of belonging to the local community on migration decisions. Studies suggest that a strong sense of attachment can act as a deterrent to migration, as individuals feel connected to social networks, institutions, and local cultural distinctiveness. Conversely, a weak sense of belonging may increase migration intentions, with individuals seeking acceptance elsewhere.

This discussion seeks to extend existing research by focusing on the role of schools in shaping youth's sense of belonging. Schools, as social institutions, can play a pivotal role in fostering community attachment through involving students in communal processes and projecting an image of openness to the external world. However, current research gaps exist, particularly at the level of local communities and individual schools as socio-cultural environments where migration attitudes may form.

Unlike conventional studies, our focus shifts from understanding the general link between life trajectories and a sense of belonging to a more context-specific examination of the deliberate efforts made by schools within challenging territorial environments. Using a localized logic, we explore the ways in which schools navigate socio-economic deprivation, territorial barriers, and the distinctive climatic challenges of each region.

Our hypothesis is tailored to the local nuances of the three Russian territories, proposing that schools actively contribute to the development of students' sense of belonging by tailoring their strategies to the specific actions within their locality. By examining the interplay between schools and the local environment through we aim to uncover region-specific insights into the peculiarities of school strategies.

The discussion remains rooted in the local context of the three Russian territories, emphasizing the importance of understanding how schools respond to the socio-economic and environmental challenges unique to each region. By focusing on this localized approach, the panel seeks to encourage a deeper understanding of the regional dynamics that shape the interplay between schools, community interactions, and youth aspirations. Ultimately, this exploration aims to inform tailored strategies for enhancing a sense of belonging among students in regions facing specific territorial conditions, contributing to the broader discourse on education and community engagement.

The study is based on the materials of the expedition to urban and rural schools in the territories with specific natural, climatic and socio-economic context: Elizovsky District of Kamchatka Krai, Nerchinsky District of Zabaikalsky Krai, Salekhard and Novy Urengoy of Yamalo-Nenets Autonomous Okrug. The study was implemented in a qualitative design based on the results of the expedition of the HSE University to these territories for the period from September 2022 to September 2023. The research explored the possibilities of building a positive socio-educational trajectory in the territories with specific geographical, natural, climatic and socio-economic conditions. The expeditions included school visits to 15 schools in the Yelizovsky district of Kamchatka Krai, 11 schools in the Nerchinsky district of Zabaikalsky Krai, and 12 schools in Salekhard and Novy Urengoy. The main data source is semi-structured interviews with 1) school administrators and 2) high school students. On average, each interview lasts about 40-50 minutes. Interviews with students focused on their reflections on their future life plans, while interviews with school administrators and teachers were mainly aimed at capturing school practices and strategies of external interaction. The materials obtained as a result of the interviews were prepared in the form of transcripts for further analysis. Transcripts are processed by coding method using Atlas.ti software. The coding is based on the developed structure of a codebook formed on the basis of the key concepts of this study. The codebook takes into account two main blocks of categories in accordance with the purpose of the study - graduates' trajectories and schools' external engagement strategy.

One pivotal determinant identified is the type of external engagement facilitated by schools, particularly through career guidance initiatives organized in collaboration with local institutions of higher vocational education and businesses. The linkage between students' choices for future trajectories and the accessibility of information about self-realization opportunities in their region underscores the efficacy of career guidance activities as a potent strategy in mitigating migration asymmetry. Contrary to the initial hypothesis, our findings largely dismiss the notion that students' plans for continuing their education within their native territory are contingent on the cultivated sense of belonging by schools. Instead, pragmatic considerations, notably academic pursuits and employment prospects, emerge as paramount influencers in students' trajectory choices, overshadowing emotional factors. This research contributes to the international discourse by offering a nuanced perspective on the intricate interplay between external collaborations, pragmatic considerations, and youth migration plans. The identification of effective strategies, such as targeted career guidance activities, holds significance for global discussions on reducing migration imbalances. By highlighting the dominance of pragmatic factors in shaping students' decisions, our findings offer valuable insights for international educators, policymakers, and researchers grappling with similar challenges, fostering cross-cultural discussions and potential collaborative solutions.

1.Габдрахманов, Н.К., Никифорова, Н.Ю., Лешуков, О.В. (2019). «От Волги до Енисея…»: образовательная миграция молодежи в России. М.: НИУ ВШЭ. (in Russian) 2.Карачурина, Л.Б., Флоринская, Ю.Ф. (2019). Миграционные намерения выпускников школ малых и средних городов России. Вестник Московского университета. Серия 5. География. с. 82-89. (in Russian) 3.Cooke, T.J., Boyle, P. (2011). The migration of high school graduates to college. Educational Evaluation and Policy Analysis, 33 (2), 202–213. DOI: 10.3102/0162373711399092 4.Geist, C., Mcmanus, P. A. (2008). Geographical Mobility over the Life Course: Motivations and Implications. Population, Space and Place, 14(4), 283–303. https://doi.org/10.1002/psp.508; 5.Мкртчян, Н.В. (2013). Миграция молодежи в региональные центры России в конце XX – начале XXI века // Известия РАН. Сер. Географическая. № 6. С. 19-30.]. (in Russian) 6.Кашницкий, И.С., Мкртчян, Н.В., Лешуков, О.В. (2016). Межрегиональная миграция молодежи в России: комплексный анализ демографической статистики. Вопросы образования. №3. (in Russian) 7.Зубаревич, Н. В. (2012). Социальная дифференциация регионов и городов. Pro et Contra. Т. 16, № 4-5. (in Russian) 8.Wetherell, M. (2009). The identity / action relation. In: Wetherell, M. Theorizing Identities and Social Action. Identity Studies in the Social Sciences. Basingstoke: Palgrave Macmillan, pp. 1–19. 9.Albert I., Barros, S. (2021). The Sense of Belonging in the Context of Migration: Meanings and Developmental Trajectories. In: Wagoner, B., Christensen, B.A., Demuth, C. (eds) Culture as Process. Springer, Cham. https://doi.org/10.1007/978-3-030-77892-7_19 10.Riethmuller, M. L., Dzidic, P. L., & Newnham, E. A. (2020). Going Rural: Qualitative perspectives on the role of place attachment in young people’s intentions to return to the country. Journal of Environmental Psychology, 101542. doi:10.1016/j.jenvp.2020.101542 11.Theodori, A., Theodori, G. (2015). The Influences of Community Attachment, Sense of Community, and Educational Aspirations Upon the Migration Intentions of Rural Youth in Texas. Community Development. 46. 10.1080/15575330.2015.1062035. 12.Цирульников, А. М. (2009). Социокультурные основания развития системы образования. Метод социокультурной ситуации. Вопросы образования, (2), 40-66. (in Russian)