In June, we asked a simple question of the rural education community: “What does the landscape look like from where you are standing right now?”
We launched a short listening campaign through our newsletter and social media channels. We opened this opportunity to anyone dedicated to rural schools, welcoming members and non-members alike, to gather the broadest possible perspective.
Forty-nine individuals participated, contributing two hundred and fifty distinct submissions. Respondents represented diverse states across the country, which matters, because rural is not one place. Recognizing that insights from the Delta may differ from those on the High Plains or in the Mountain West, gathering perspectives nationwide ensures we honor each region’s specific strengths and opportunities.
Key Findings
Here are the key insights and uplifting takeaways that emerged from our conversations.
Rural Educator Shortage
Staffing came up first and came up often. Participants highlighted the potential to expand competitive compensation, attract dedicated educators, and support our current staff. Alongside workforce investments, respondents emphasized comprehensive mental health supports for students and staff alike. Those two things are connected in ways that anyone who has run a small school already understands. When you are three people short, the people who remain absorb the difference, and they absorb it in a community where they also coach, drive, and sit in the same pew on Sunday.
“Pay for rural teachers, so that we can retain them!”
“The biggest challenge we face is continuing to operate with qualified, interested, and invested teachers. Our rate of pay and the lack of housing prevents candidates from applying.”
“Our most pressing challenge is the inability to hire licensed teachers, particularly math and science. If we can barely meet the required needs, how can we hope to provide enrichment through advanced course offerings?”
Funding
Policy and funding changes came through clearly as well, specifically the way shifts at the state and federal level land on student programming. Rural districts run on thin margins by design, not by failure. A funding change that a large district can absorb with no issue can end a program outright in a school of two hundred. On an uplifting note, some districts reported specific improvements once funding was allotted or reallocated in their area.
“Lack of funding has shrunk our district as well as our school staff. We are being asked to do more with far less.”
“Federal funding being slashed has impacted schools, forcing some to reduce staff or make deep budget cuts, and reduce things like summer programming in schools or with community based organizations.”
“Fully funding education at a state level has been an important step forward.”
“One of the changes that our children were impacted by is the free breakfast and lunch programs. Every child in my district receives free breakfast and lunch.”
Community
Respondents also pushed the conversation past the schoolhouse. Housing and health access came up as community conditions that shape what a school can do. That is a distinctly rural way of seeing the problem, and it is correct. You cannot recruit a teacher to a town with no place to live, and you cannot expect a family to prioritize attendance when the nearest clinic is an hour away.
“I believe in community schools. They are the single biggest benefit to our future.”
“Continued underfunding and a push to consolidate schools and create larger districts will affect rural education in the future.”
“Access to healthcare is trickier when rural clinics are shut down or reduced in hours.”
Rural-Focused Professional Development
Respondents expressed an enthusiastic desire for professional learning specifically designed for rural contexts. Not adapted from a large district model. Not a general session with a rural slide added at the end. We have the exciting opportunity to build rural-focused learning experiences, designed from the start for people who work in small schools, wear several hats, and can’t leave their buildings for a week.That is not a complaint. That is a request, and it is one we can act on.
“My district would benefit from having more instructional coaches to help support the work of the classroom teachers.”
“I believe that the most beneficial would be resources for quality staff development and resources.”
“NREA can support my district by offering workshops for improving school governance (board candidates and members) as well as support for building and district administrative leadership.”
Next Steps
Most importantly, we are elevating rural-specific professional learning to a top priority. You will see this commitment reflected across our upcoming initiatives, including curated sessions at the National Forum in San Antonio this October.
Furthermore, we are sharing these vital field insights directly with our board to ensure rural voices guide our strategic vision.
Finally, we will continue listening to delve deeper into effective policy solutions and explore which supports deliver the greatest impact for you.
We sincerely thank everyone who contributed to this campaign, and we invite all rural educators to join us in shaping our next steps. Together, we will continue asking, sharing, and taking meaningful action to champion rural education.
“Always keep the eye on the betterment of the child. Never lose sight on what is best for the children of our future.”