Rural areas are often isolated and have poor access to resources. Low populations lead to undeveloped economic infrastructures, which in turn lead to few economic opportunities for students. These areas are also often dependent on local resources and sudden changes can bring about hardship. For example, drought can lead to economic hardship for those dependent on revenue generated by the farmland.
Given the limited resources, educators must plan more carefully when sending students on field trips to museums and other sites. These trips will often be more expensive and time-consuming, while putting strain on school districts that cannot afford very much. Also, the teachers should pay attention to regional scientific conferences the students can attend. However, rural schools do have more opportunities for students to explore nearby ecosystems, whether they are ponds, streams, woodland forests, deserts or other settings.
Teachers can try to build relationships with businesses that provide resources to students. For example, businesses can offer to transport students to events or provide monetary donations to fund expensive activities. Also, some businesses create learning opportunities for students. For example, students can learn about biology from nearby farms.
Urban classrooms have much greater access to facilities, since cities usually have more residents to pay the taxes that fund these facilities. Facilities can include aquariums and museums. However, the students might be economically disadvantaged and costs of living are higher in cities, thus leaving fewer resources for poorer urban areas to give to schools.
Schools in urban areas have more diverse student bodies, which can create tension and conflict. Students have a much broader range of challenges, which can force teachers to create more flexible classrooms. More advanced students will risk becoming bored, so they need more complex assignments and opportunities to pursue their own interests in the classroom. However, these challenges must not overwhelm struggling students who may need more attention from the teacher.
Students from economically disadvantaged neighborhoods often experience oppression, which damages their willingness to learn. For example, many urban neighborhoods are particularly violent. Also, frequent academic failures can cause students to lose a sense of self-efficacy. Therefore, educators must give students more opportunities to succeed and should give frequent praise so students develop self-confidence and do not give up on their education. For example, teachers could involve students in projects that are challenging, but rewarding, such as designing a device that helps disabled children swim.