The present study concerns the school space as a relational concept. The research examines a public school located in the largest school complex in Greece, in the center of Athens, where a large number of students come from different cultural, linguistic and religious backgrounds. The closure of the school in March 2020, during the Covid-19 pandemic, highlighted the multiple limitations and exclusions faced by a large portion of the student population. The case of the school under consideration is approached with complex methodological tools (participatory observation, interview, focus group) and a holistic methodological approach with strong elements of the experiential approach of the researcher. The study points out the dimensions of the school space (absolute, relative, relational) in their dialectical relationship. In addition, the spatial arrangements of the quarantine period are taken into account in terms of their relationship to past school experiences. The findings reflect the formation of a new school routine during the quarantine period, which acquires the characteristics of defending the lived space, highlighting the role of teachers working against the exclusions of the less privileged students in the modern capitalist city. By shaping a version of everyday school life that includes every child, at the same time a version of democratic public space where everyone could meet, is being shaped.