The main aim of this paper is to consider school as a system. Systemic approach constitutes a way of viewing the object under examination in its entirety and not regardless of the time space (environment), in which it exists. Another element that characterizes systemic thinking is the focus on dynamics of relationships/interactions that take place at school or between its parts/subsystems (students, educators, par- ents, administration etc.).
In this context, functional or dysfunctional patterns of relationships at school are examined with an emphasis not only on “what”, “why”, “how” of an event or a situation, but on the way the system is structured/operated, as well as on its culture which allow or prevent the emergence of a particular behaviour. By seeking for systemic – compatible management practices of problematic or non problematic situations in school, as well as in relation to school’s relationship with the society, we can lead to findings about the posi- tion of the school as a provider of education and learning. Key Words: school, system, educator, student, systemic thinking.