<![CDATA[This study aims to analyze the organization of a learning environment responsive to social diversity at State Elementary School 1 Sikapat from the perspective of the sociology of educational institutions. Using a qualitative case study approach, data were collected through observations, interviews, and documentation involving the principal, teachers, students, and parents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the school organized an inclusive learning environment through policies promoting discipline, tolerance, cooperation, and mutual respect. Teachers supported inclusivity through heterogeneous group learning, dialogic interaction, and adaptive classroom management, while parental involvement strengthened school–family collaboration. These practices enhanced students’ social interaction, tolerance, cooperation, and participation in learning activities. The study highlights that the integration of inclusive school culture, adaptive classroom management, and school–parent partnerships serves as an effective strategy for organizing learning environments responsive to social diversity in elementary schools. ]]>
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