Válság után helyi remény: Atelep iskolája a COVID-19 alatt és után (esettanulmány).

The paper presents a case study from a school where fieldworks were carried before, during and after COVID-19. In the first phase of the fieldwork, the institution came into our attention as a non-resilient school. Our initial findings revealed that previous changes in the maintenance of the school, the spread of church education, the regional education market, the perception of changes in the composition of the student body and the presence of conflicts at the settlement level not only narrowed the school's scope but also combined to create a micro-environmental climate that worked against the school's resilience. During the COVID-19 and aftermath period, our main question was how the institution, which was not considered to be resilient, could cope with the challenges of the global crisis. We have found that COVID has triggered internal learning processes, especially in terms of teachers' use of digital tools. Although they have not managed to communicate with students in a uniform way and with a uniform set of tools, they have nevertheless developed new communication practices. During the fieldwork after the COVID-19 waves we have found that a person with local influence and community-organising skills had emerged in the local society. This social actor was able to use his or her networking capital and prestige to influence school processes. This fact highlights that the non-resilient institution has provided a successful local response in the shadow of global challenges. [ABSTRACT FROM AUTHOR]