Strategies for intercultural coexistence at an elite school under stress due to the Russia-Ukraine war

This study examines intercultural coexistence in an elite international school in Spain with Ukrainian and Russian students amid the Russia–Ukraine war. Using a qualitative approach, the research aims to understand how teachers and school leaders manage coexistence and address intercultural tensions. Analysis of interviews reveals that the war has had a particularly strong impact on the school community, intensifying challenges in maintaining harmonious relationships.Teachers emphasized the need for both formal and informal strategies to sustain coexistence. Three complementary approaches were identified: reactive, proactive, and restorative. The reactive approach focuses on immediate conflict management and containment. The proactive approach emphasizes prevention through training and awareness activities, and it was the most frequently applied. The restorative approach, however, offered the greatest transformative potential, as it prioritizes emotional support, active listening, empathy, and the rebuilding of relationships among those affected by the conflict.Overall, the study highlights how schools can implement diverse strategies to navigate intercultural tensions caused by geopolitical crises. It also underscores the importance of combining structured policies with flexible, human-centered practices. Future research should include the perspectives of students and families to better assess the impact and effectiveness of the school’s initiatives.