are developing responses to spatialized disadvantages that affect young people's educational pathways. In doing so, we draw on social justice approaches to spatial inequalities that either focus on redistributive measures or are centred on recognition policies, drawing on contributions from Cook and Cuervo (2020), Young (2000a,b; 2006) and Fraser (2005, 2008). Theories of spatial justice, as highlighted by Fraser (2005, 2008), offer crucial insights into the intersection of redistribution and recognition in addressing inequalities in low-density regions. Fraser’s concept of participatory parity emphasises the need for equitable access to resources and cultural inclusion, a dual approach that aligns with the challenges of spatial disadvantage faced by these communities. Similarly, Young’s (2000, 2006) formulation of structural inequities highlights the systemic barriers that prevent marginalised groups, particularly in rural contexts, from achieving full social and educational inclusion. Studies on education in rural contexts show that prevailing approaches to social justice do not consider issues related to spatial inequalities (Hargreaves, Kvalsund & Galton, 2009; Beach et al., 2019).

The literature points to the need for a more refined and sensitive theoretical framework to understand the life trajectories and life projects of young people in rural areas (Cuervo et al., 2024; Maire & Cuervo, 2024), but also to address the challenges and opportunities in education in these regions (Cuervo, 2024; Silva & Silva, 2018). The Commission's recent report to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions (European Commission, 2024) also emphasises the importance of investing in education and training as key components for sustainable and inclusive development in rural regions.

Previous findings have shown that young people see their schools as fundamental to their general education and preparation for higher education or the world of work (Silva et al., 2021). They tend to see their schools as places of inclusion that offer them the opportunity to be recognised as young people. They have high expectations for their future education, although they are aware of the disadvantages of growing up in their regions. Cook and Cuervo (2020) also highlight important relational aspects of rural school environments, where young people’s aspirations are usually characterised by a strong sense of place and community identity, and this relational perspective can further explain how schools in low-density areas become places of opportunity and resilience.

We hope to contribute to the discussion on the value of schools, especially in terms of promoting inclusion and social justice among disadvantaged groups, which may be relevant to considering a situated approach to the concept of social justice in education. By situating this study within the broader European context and acknowledging policies such as the European Education Area 2025 initiative that prioritise equity and inclusion in education, we believe it is possible to contribute to a deepened European dialogue on addressing spatial and social inequalities in education.

This presentation is based on a study with a mixed approach . For this presentation, we used quantitative data from a questionnaire answered by young people (n=3968) from 9th to 12th grade, as well as semi-structured interviews with representatives from schools (n=38) and local authorities (n=36). The quantitative data will shed light on how young people perceive the practices of their schools and communities to promote social inclusion and social justice, in particular aspects related to the allocation of resources, but also opportunities for participation and spaces of recognition. The qualitative data shed light on the approaches developed by schools and communities to promote inclusion and social justice, taking into account structural disadvantages and contextual priorities. For the quantitative data, the analysis included a descriptive analysis (mean, standard deviation, frequencies, percentages) and a Student's t-test for independent samples. A content analysis was carried out for the qualitative data. From the tree of categories, we selected for this proposal the category containing indicators of narratives and actions developed by schools and communities to promote social inclusion and educational justice.

The discourse and practices of schools and communities are aligned with the expectations of young people and are generally fully committed to investing in the education of their students, developing situated approaches to key interventions, identifying contextual priorities and countering standardised responses. They are aware of the structural disadvantages in these regions and how spatial conditions impact on young people's opportunities, choices and biographies, particularly in relation to the mobility imperative associated with success (Farrugia, 2016; Maire & Cuervo, 2024). They recognise that schools in these regions are not only providers of quality education in the strict sense (academic success), but also perform other social functions at the community level. If on the one hand we find narratives and practices that focus on the redistribution of benefits and resources to redress inequalities arising from socio-economic issues, approaches that tend to be guided by a cosmopolitan understanding of education, quality or development, we also find responses that place cultural differences at the centre of their actions, perhaps pointing to regional configurations of education policy that integrate situational priorities and local specificities. This is in line with the recent European Commission report (2024), which argues in favour of integrating local priorities into broader educational and social development strategies, taking into account the local specificities of rural communities. The latter proposals seem to be counter-proposals against an oversimplification of the cultural ecologies of these regions. However, these two types of approaches to social justice are not mutually exclusive. Schools and communities in these regions share an understanding of social justice through the education provided by public schools that benefits the entire region, not just the individual.

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