<![CDATA[Schools occupy a strategic position in cultivating students’ capacity to live with social and religious difference, yet tolerance education often remains confined to normative instruction. This study examines how SMKN 2 Purwakarta fosters social and religious tolerance, identifies the practices through which tolerance is institutionalized, and analyzes supporting and constraining factors. It employed a qualitative case-study design. Field data were collected on 16–21 December 2025 through semi-structured interviews with six purposively selected participants a principal, a religious education teacher, a Pancasila education teacher, a homeroom teacher, and two students supported by non-participant observation and document review. Data were analyzed through condensation, thematic display, and iterative conclusion drawing; credibility was strengthened through source and technique triangulation. The findings show that tolerance was embedded in school policies, dialogic learning, non-ritual participation in religious activities, student organizations, and routine cross-identity cooperation. Three analytical patterns emerged: a cultural-institutional approach, non-ritual inclusivity, and functional tolerance. Institutional commitment, teacher modelling, and everyday diversity supported these practices, whereas social-media narratives, different family socializations, and limited instructional time constrained them. The study concludes that tolerance is cultivated most convincingly when formal norms are reinforced by repeated, equitable, and purposeful social encounters. Because the study concerns one school and a short fieldwork period, the findings should be read as a context-bound account rather than evidence of causal effectiveness or a model automatically transferable to other schools]]>
