本研究以一所被整併的偏鄉小學為個案，去理解一所偏鄉學校裁撤的因素、效應與相關人員的感受。採取質性的個案研究方法，透過晤談法、文件分析與觀察等方式蒐集資料，經由資料分析結果，本研究獲得結論為：學校整併舉措涉及到品質、效益與公平的不同價值思維的糾葛，也是法理與情理權衡的結果。啟動並完成偏鄉學校的裁撤整併，是有權力者遂行既定政策；權益維護與利益盤算結果，是個案學校平和整併的關鍵因素。本研究歸結指出：學校整併政策即使以學童學習福祉為訴求，卻是布滿行政績效的算計。且家長並非學校整併政策的贏家，弱勢者教育需求的意識有待發展，迷你學校的運作模式亦亟需重新思索。

Closing a school is a very controversial and emotionally charged experiences for school staff, students and their families, and even the local community. This study aims to understand specific elements within one rural elementary school and its community to provide information about the effects of school’s closure. Adopted quality method approach and use the interview with purposive and random sampling; document analysis and field observation for data collection. The findings as follow: students and educators generally experienced suffering from closure. But distinct difference in how principal and teachers interpreted the necessary of consolidation. And teachers seem to adapted better than students to the new social environment created by consolidation.