Challenges for Schools in Remote Areas

Please note: this content was originally produced for schools and educational settings in Australia.

Like many other parts of the world, the education sector in Australia is facing a number of challenges right now, from staff recruitment and retention to student behaviour.

However, it could be argued that schools situated in regional, rural and remote settings are dealing with a very specific set of issues. Given that almost half of Australia’s schools are located in these isolated geographical areas, educating over a quarter of the country’s children and young people, it’s vital that we recognise and acknowledge their challenges and reflect on possible solutions.

Challenges for remote settings

Regional, rural and remote schools face a number of contextual issues that their metropolitan counterparts do not, or at least not to the same extent:

Access to support services

Geographical isolation means that there can be difficulties around accessing specialist support services and external agencies. Students with special educational needs, for example, cannot always access the help and support required to ensure they can participate fully in their learning environment.

Limited training opportunities

Lack of access and availability also extends to continuing professional development opportunities. Given the remoteness of their locations, delivering live staff training on-site can be complicated:  schools are hard to reach, with some situated several hours’ drive, or even flight, away from a main town or city.

Because of the long distances involved and the limited number of teachers, leaders do not always have the financial wherewithal to buy-in training or send staff out to external providers. And even when staff members can be released, finding casual / relief teachers (CRTs) to cover classes can be a struggle, further limiting opportunities.

While online training can go some way to ensuring continuing professional development is available across pertinent areas, such as behaviour support or curriculum planning, internet and satellite communication in remote areas can be unreliable, slow and sometimes non-existent.