The catalogue presented here is based on the conceptualisation of the rural school as an educational centre (CDnU) located in a rural and/or sparsely populated area, serving the local school-age population through multi-grade groupings. This organisational model ensures and upholds the right of children in these areas to receive a high-quality education with opportunities that are equal to those of children living in more densely populated towns and municipalities with urban-type schools (i.e., schools where each group typically consists of a single grade level). The categories included in the catalogue are primarily derived from the results of the documentary analysis conducted in Study 1 of the project, as well as from the general premises guiding the selection of case studies in Study 3. These case studies were chosen for their embodiment of good practices through which school and rural territory jointly contribute. To identify these good practices, the team conducted an in-depth review of academic literature and legislation related to rural schools and their involvement in public policy and territorial development initiatives. This review is one of the project’s most significant contributions. Tables 1 through 5 summarise the catalogue’s structure, highlighting the elements and content identified under each category. The presentation follows a consistent sequence: the concept is defined, followed by a brief documentary analysis, and then a selection of up to three pieces of evidence is provided to underscore its relevance. These may include examples of good practices, legislative documents referencing the element, or scientific research addressing the topic. Finally, each element includes a discussion of future challenges and issues that may arise. The final chapter of this work provides the full list of bibliographic, legislative, and documentary references used.