Making the invisible visible: the pressing reality of the rural school

Abstract

This article sheds light on the pressing situation of village schools in Andalucía, using an example from a school in Almogía where a solo principal takes on many roles. The article emphasizes the need to highlight the unique challenges these schools face, despite Andalusian education legislation aiming for equality. The demographic challenge, recognized by the Andalusian government, exacerbates these issues. The article is based on the personal experience of the principal of a rural school, supplemented with references to Andalusian education legislation and reports on rural realities. A descriptive and reflective approach is used to illustrate the administrative overload and pedagogical characteristics of these schools. The main findings reveal the disproportionate workload faced by the principal, who must perform tasks in leadership, administration, guidance, and psychosocial support. General legislation appears poorly adapted to the reality of rural schools, leading to excessive bureaucracy and challenges with scheduling in digital systems like Séneca for multi-age classes. Despite benefits such as proximity and individual attention, unstable staff and a lack of specific training present significant obstacles. The conclusion is that the Andalusian rural school, despite its inherent value and strong ties to the community, faces challenges that require immediate attention. The current legislation does not adequately take into account the unique characteristics of these schools, resulting in a significant burden on leadership and teachers. There is a call for more specialized training for multi-age classes and evaluation systems that consider the rural context.