Championing Rural Educators and the Communities They Serve

Rural schools are often the heart of their communities, playing a vital role in the social and cultural life of the areas they serve. Much like rural history itself, these schools are not uniform; each one reflects the distinct circumstances, traditions, and character of the local community. Often operating with limited resources, rural educators have historically relied on community support to meet their needs. As rural communities and their schools continue to evolve, investing in professional development that emphasizes content-rich, place-based education and service learning can help strengthen the bond between schools and the communities they serve.

To support this vision, the National Council for History Education (NCHE) received funding from the Library of Congress’s Teaching with Primary Sources (TPS) program. The initiative provides rural teachers and students with opportunities to deepen their understanding of historical content while contributing meaningfully to their communities through localized, place-based education and service learning. This approach positions the rural community itself as a valuable site for historical inquiry.

From 2021 to 2024, The Rural Experience in America: Community Civics Through Historical Inquiry engaged rural educators in a rich exploration of rural history, particularly the effects of agricultural transformation on children, families, and communities. The project connected teachers with primary source collections from the Library of Congress and with local historical societies, enabling them to place local histories within broader national and global contexts. Teachers were supported in developing and implementing public-facing projects that helped students connect more deeply with their communities’ stories and legacy.

With nearly 20% of U.S. students attending rural schools, The Rural Experience in America aimed to empower rural educators through targeted professional development focused on historical inquiry, place-based learning, and service through public history. By doing so, the project ensured that even students in often-overlooked rural areas had access to high-quality history instruction that honors and incorporates the narratives of their own communities.

Explore the podcasts created over the course of this three-year project, highlighting the powerful and inspiring work of teachers, students, and local community partners. Each year, participants have explored a wide range of topics rooted in their local histories and communities. This year’s cohort included educators from Arkansas, Georgia, Kentucky, Maine, Montana, North Carolina, Ohio, and Oklahoma. Their projects cover diverse themes such as the NAACP Legal Defense Fund and the landmark Supreme Court case Griggs v. Duke Power, the public history of Forgottonia, civics and government in Maine, community identity in a growing region, the evolution of schools in Thomaston/Upson County, Georgia, civic life in Mount Airy, buildings of Monhegan Island, and Tecumseh Tales. Other topics include Mapping Our Community: Ashland’s People and Places, Living Local History 2, Todd County Tree, and Timber Jack and Bonner: Then and Now. These community-based, service-learning public history projects enabled students to engage deeply with their local and regional histories, fostering connections between their lived experiences and the broader human story.

Below are reflections from several participating teachers and community members, sharing how this project has impacted them both personally and professionally.

“…thanks for 3 incredible years as part of the NCHE Rural Experience in America project. I’ve grown so much as an educator during this time, and I’ll be carrying this experience with me always. I still remember those early conversations trying to put words to the isolation I felt working in a rural district, and how deeply I wanted to connect with other passionate history educators. Those feelings honestly feel like a distant memory now. I’m overwhelmed (in the best way) with so many meaningful relationships, and I’m strengthened daily by the deep sense of purpose I’ve gained through this work…”
—Joe Brewer, Cuba, Illinois

“I am so grateful for this experience as an educator, but most of all, I am grateful for the teachers and students. Words cannot express the impact this project has had on this school and community. Many, many thanks,”
—Kim Sergent, Mayking, Kentucky

“…This has been one of the most meaningful and rewarding parts of my career! I have had the pleasure of meeting and working with so many amazing people, traveled to new places, and gained experience and knowledge to share with my students and colleagues.”
—Heather Stambaugh, Enon, Ohio

“…This journey didn’t just shape me as an educator—it deeply inspired me. It transformed my classroom into a place of exploration, where both my students and I uncovered stories and perspectives we never imagined possible. The opportunities this project created opened doors for my students to see themselves in history, in place, and in purpose—something truly powerful. Over the past three years, this mission—to bring rural voices and places out of the shadows and into the light of meaningful, rigorous learning—has been more than fulfilled. It’s been a movement. And to have played even a small part in it has been one of the greatest honors of my teaching career.”
—Valencia Abbott, Reidsville, North Carolina

“Thank you for …the opportunity to be part of The Rural Experience in America project. These past three years have been an incredibly meaningful chapter in my professional journey, and I’m deeply grateful for the chance to collaborate, learn, and grow alongside such passionate educators.”
—Sarah Pearcy, Teacher, Tecumseh, Oklahoma

“…It’s been so great to be the outsider on this and watch where the real work happens—with the teachers—and also see all the support our educators have from organizations like NCHE and Library of Congress. It also helped our museum develop a great relationship with both Jean and her entire school. This project has so many great consequences with more projects coming with our partner school and our upcoming involvement with the Smithsonian Rural Education initiative. It spurred me to spur our staff to work harder at our rural outreach and programming. And it’s working! We are out in our most remote places telling stories, gathering stories, and just showing up to provide experiences for the communities. We also wrote a grant to a local foundation specifically for rural outreach and it got funded by double the ask. And we’re only getting started.”
—Angie Albright, Springdale, Arkansas

Collaborating with teachers, students, and community partners from across the United States has been transformative. The rich diversity of landscapes, histories, and cultures represented in each rural community has reshaped my understanding of rural America and reinforced the importance of prioritizing this work within NCHE. Hearing firsthand the challenges rural educators face and witnessing their creativity, resilience, and deep commitment to their students and communities has been inspiring. These partnerships have not only deepened our collective historical understanding but also strengthened our support of place-based education to connect young people to their communities in meaningful ways. This work is not just about teaching history; it’s about honoring rural stories, empowering educators, and building a connected narrative of the American experience.

Although The Rural Experience in America project has officially concluded, NCHE’s commitment to supporting rural educators continues through ongoing partnerships—such as the Celebrating Rural Maine project with the Maine Department of Education and the RevEd Student Historians initiative with William & Mary for teachers in Virginia’s Northern Neck region. More information is available on our website about both efforts.