Aim. Children’s music ensembles combine artistic education with relationships among children, parents, and instructors. This study examines such an ensemble as a Relational Communication Environment (RCE). It investigates relationships among perceived organizational communication quality, trust, value transmission, interpersonal relationships, sense of community, and organizational reputation. The theoretical framework integrates the relational paradigm of public relations with pedagogy, social capital theory, communicative action theory, and music education research. The study also proposes RCE as an analytical concept for community-based organizations in which everyday communication sustains relationships. Methods and materials. A diagnostic survey was conducted involving 104 parents of children participating in a music ensemble using an original questionnaire. The analysis comprised descriptive statistics, Cronbach’s alpha reliability coefficient, Pearson’s correlation analysis, and one-way analysis of variance (ANOVA). Differences associated with the duration of children’s participation were also examined. Results and conclusion. All constructs received high ratings. Organizational communication, trust, value transmission, sense of community, and reputation were positively related. Longer participation was associated with stronger interpersonal relationships, higher trust, and a greater sense of community. These findings support RCE as a framework for analysing educational environments and community-based organizations sustained by enduring interpersonal ties. They show how the relational paradigm of public relations can explain the contribution of everyday communication to trust, community formation, and reputation outside formal communication structures. The study thereby extends public relations theory to settings where educational, relational, and organizational processes converge.