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The paper studies two separated school systems for linguistic and ethnic groups in South Tyrol, Italy. One goal of the paper is to understand how the presence of separated school systems contributes to the creation of divided groups and the co-existence of parallel worlds and how participants perceive this impact. Moreover, the schools’ effort in addressing diversity aimed at guaranteeing equal conditions to all students was examined. 50 semi-structured interviews were carried out with primary school children and parents. Moreover, focus group discussions were conducted with 20 teachers. The findings suggest that although citizens desire a strengthened sociocultural and linguistic integration, collaboration and creation of a super-diverse society, the separated school systems maintain ethnic group dynamics and perceived inequalities.