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The problems of rural schools are often invisible to the public and policymakers. The solutions may be found in the communities themselves.

There is no “typical” rural teacher. Here’s a glimpse into the lives of three teachers in diverse, far-flung settings.

Eighteen years ago, I thought I was starting a brief stint at a rural school. It turned into a career full of experimentation and success.

Last month, 12-year-old Alexa Gonzalez used an erasable marker to scribble on her desk. “I love my friends Abby and Faith,” she wrote, along with, “Lex was here. 2/1/10,” punctuated with a happy face. But neither her Spanish teacher nor the principal at Alexa’s Queens, New York, middle school were amused. They called school security—New York City police officers—who arrested and handcuffed Alexa, and walked her across the street to their precinct, according to the New York Daily News.

Some things that happen in school are just not right. It’s not right for a six-year old boy to be handcuffed and shackled to a chair by an armed security officer because he “acted up” in school.

"It's not fair!” Full of angst and rebellion, the teenage delinquent, arms crossed, leans against a concrete wall with a surly look. Heavy eyes searing under a furled brow, lips pursed in a snarl. This stereotypical portrayal of teenagers is ubiquitous in media and seems to represent society's general opinion of this age group. Unfortunately, society doesn’t have the full picture here.

Parents might think the last thing their child needs is more experience arguing. Teachers might agree. But I’d like to advocate for practicing arguing. Our democracy depends on it. It’s important we teach our children how to deal appropriately with different points of view.

This teacher argues that educators can’t shy away from discussing the current political climate. Students need to learn how to navigate explosive, emotional conversations in ways that nudge the discourse back toward civility.

After Election Day, this educator remains committed to making room for hope and action in his classroom.

A middle school history teacher reflects on how neutrality won’t work in the face of bigotry, xenophobia and fearmongering—and what that means for his classroom practice.