This study explores the lived experiences of students participating in school-to-school collaborations (SSCs) within educational neighbourhoods (ENs) in Vienna, Austria. ENs were introduced as a policy initiative to address the inequities of Austria’s stratified education system by fostering interinstitutional collaboration. Drawing on Ahmed’s phenomenological lens, the study examines how students navigate social and academic participation in SSC activities, focussing on feelings of inclusion and exclusion. Data were collected through semi-structured interviews with 36 students from primary, middle and grammar schools, as well as phenomenological vignettes capturing embodied experiences during collaborative activities. Findings reveal that SSCs provide opportunities to bridge social and academic divides, but they also highlight challenges that perpetuate hierarchies and biases. While SSCs have the potential to foster meaningful connections and enrich learning for some, they also reveal obstacles, such as unequal participation, socioemotional gaps and hierarchical structures that impede comprehensive inclusion. By examining these nuanced experiences, this study sheds light on the critical conditions necessary to create truly inclusive and empowering educational communities. The findings contribute to the discourse on inclusive education (IE) by emphasising the importance of students’ perspectives in evaluating collaborative practices.
Öztürk et al. (Mon,) studied this question.