For many communities, particularly rural ones, school is a source of identity. For this reason, the problems affecting rural schools become such a problem that they threaten the identity of the community; Unfortunately, many legislators and politicians in positions of power do not have an intuitive understanding of how rural schools work. It cannot be assumed that policies that work for urban schools, or even suburban ones, are suited to the role of a rural school. This article suggests that more attention needs to be paid to rural schools that fly under the radar or have misdiagnosed problems. Even though more people are moving to rural areas from urban environments, nationwide awareness of rural system problems is non-existent. As teachers, it is our job to be aware of the problems in rural schools and possibly find creative solutions to these problems. More importantly, teachers need to be aware of how these issues affect our students' lives both at home and at school. Because of its relatively small place in the overall American education system, rural education problems are often overlooked or generalized to fit rural education problems. urban and extra-urban environments. The author emphasizes that rural schools are not “urban or suburban schools, located only in remote locations” (19 McArdle). The author further argues that “while rural and urban schools share some challenges, including the devastating effects of poverty on school-age children, there are myriad other problems specific to rural schools, which is why applying an urban model and solutions urban to rural schools just doesn't work” (19 McArdle). These different issues include long commutes, transportation… half of paper… much more crucial to student and school success. Teachers must be aware of the specific problems in their school and community, creative in finding solutions, and open to finding ways to promote diversity when curriculum materials are lacking. For rural schools to compete with an increasingly global society, it is important that students gain this type of multicultural awareness. Urban schools are not the only schools that need focus and attention; we need to make sure we consider everyone when we talk about improving public schools in America. Bibliography Gollnick, Donna M. and Philip C. Chinn. Multicultural education in a pluralistic society. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2006. Print.McArdle, Elain. “Boon, not Boondock.” Harvard Graduate School of Education (2008). Press.