Chronicle of Rural Education

Retrospective Analysis of Appalachian Children with Disabilities during COVID-19: Learning from Crisis

R. Lanai Jennings — 2026-10-10

Children in rural Appalachia have higher rates of disability, which makes them more vulnerable when crises occur. Using a retrospective review of Appalachian caregiver reports, the study provides a descriptive analysis of how youth with different types of disabilities fared when compared to their nondisabled peers across multiple domains of functioning. Results suggest that youth who had disabilities exhibited more difficulties, although important exceptions exist. Youth with physical disabilities did not demonstrate significantly elevated rates of aggression, hyperarousal, etc., in comparison to non-disabled peers. These findings have significant implications for school-based crisis teams and mental health providers in rural Appalachia—particularly school psychologists—who can play a key role in guiding policymakers and school staff in recognizing risk factors for traumatic stress and implementing appropriate crisis intervention strategies during future emergencies.

Beyond the Shortage: Innovative Approaches to Supporting and Sustaining Rural Teachers

Dr. James Laub — 2026-10-10

This qualitative study aimed to provide an understanding of the issues involved in recruiting and retaining high-quality teachers faced by school Superintendents in rural Texas. Utilizing a qualitative, naturalistic inquiry, the study delved into the personal narratives and professional experiences of rural Superintendents to offer a comprehensive understanding of the issues of teacher recruitment and retention with limited resources and geographical constraints. The findings from this study will not only contribute valuable insights to the field of educational administration but also offer practical recommendations for informing policy decisions and enhancing support systems for Superintendents working in rural schools

Efficacy in the Recruitment and Retention of Pre-Service Teachers in Rural Areas

Doug Feldmann — 2026-10-10

The shortage of educators in rural public schools across the United States is a persistent challenge, often exacerbated by high turnover rates and difficulties in recruitment. This exploratory study investigated successful strategies for teacher recruitment and retention in six rural school districts across Missouri and Illinois, selected for their ability to maintain full staffing and low attrition rates (10% or less). Utilizing a qualitative approach involving document review, personal contacts, and site observations, the researcher identified several key themes contributing to these districts' success: targeted recruitment programs, the development of partnerships with alternative certification programs, the implementation of robust mentorship initiatives, and proactive community engagement. The findings suggest that while geographic isolation and resource limitations remain significant barriers, districts that cultivate local pipelines, invest in long-term mentorship, and foster strong community-school relationships can successfully mitigate teacher shortages. The study concludes with recommendations for applying these strategies to agrarian school districts in Kentucky and highlights the need for further research into the long-term impact of these initiatives on student achievement and the role of policy interventions.

Did we do a good job?: Rural students evaluate their education and learning

Robert Mitchell — 2026-10-10

Small, rural schools are unique in many ways and the experiences of individual graduates are also distinctive. Through this study, six graduates of a remote school in rural Colorado were interviewed and their responses coded to provide insight into their perceptions of the rural high school experience. Based on their responses, it was found that four key themes emerged: the inherent limitations and challenges of attending a rural school; enhanced student autonomy; leadership opportunities available to students; and the expectations put upon students to participate in multiple extracurricular events and organizations. Analysis also determined that school culture and post-secondary workforce readiness became a valuable component of the rural student experience. This study paves the way for a longitudinal study focusing on the career and life outcomes of students involved in this study.

From Skepticism to Support: Supplemental Instruction for Improved Learning

Haley Hoyt — 2026-10-10

There is a significant amount of research detailing the positive outcomes of Supplemental Instruction (SI). However, research has historically focused on SI success at larger universities instead of rural institutions (Hensen & Shelley, 2003; Skoglund et al., 2018). Supplemental Instruction, a peer-led group tutoring model, includes prepared lessons and engaging activities designed to enhance the content discussed during the lecture portion of a course. While the model has proven successful at hundreds of universities (Skoglund et al., 2018), some faculty are still skeptical; and faculty resistance often proves to be a challenge for institutions aiming to pilot a new academic support program. This article provides research-based, best practices used to support student improvement at one rural, regional institution – practices that moved many faculty members at the institution from skepticism to embracing Supplemental Instruction.

Rural America’s Digital Divide and Hybridized Internet Access

Christopher Lutzow — 2026-10-10

The digital divide in rural America is characterized by significantly lower internet access (ranging from 0.2% to 57% compared to urban areas, with around 98.5% access) and creates a critical barrier to educational access. This paper reviews the effects of this deficit on students, citing evidence of lower homework completion rates, grades, and college enrollment. BEAD, ReConnect, and RDOF are current federal programs that focus on deploying costly fiber-optic cable, which can be prohibitively expensive in rugged terrain with low population density, reaching as high as $40,000 per mile. This analysis supports a hybridized approach to delivering high-speed internet to rural America. Using a foundation of fiber-optic, Fixed Wireless Access (FWA), and targeted school-issued mobile hotspots, this model significantly reduces the cost of infrastructure deployment. Some models predict a cost reduction from $42,000 per person for fiber-only internet access to under $18,000 per person using a hybrid model. This paper concludes by advocating for a cost-effective strategy using multiple technologies, coupled with the reinstatement of federal subsidies such as the Affordable Connectivity Program (ACP), to ensure that every school-aged child in rural communities has access to reliable, affordable broadband.