I Am A Rural Teacher: Emma King & Amelia Woollard, Appalachian Ohio

For Emma King and Amelia Woollard, teaching in rural Ohio is a calling to serve the community in which they were raised. Both completed their teacher training through Ohio University Regionals while building hands-on experience in rural school settings that reflect their values, identities, and long-term commitment to education. Though their journeys are distinct, they are connected by a shared belief: rural schools are not defined by limitations, but by relationships, resilience, and deep community ties.

Emma King’s path into education began shortly after graduating high school in 2023, when she stepped into classrooms as a substitute teacher in the same district she once attended as a student. That early experience, she says, shaped everything that followed. Emma completed her student teaching at Ridgewood Middle School. Alongside her work in the classroom, she balanced roles as a substitute teacher and part-time waitress, and is also preparing to become a licensed real estate agent.

Returning to her alma mater district has made the experience especially meaningful. Familiar hallways and familiar faces have given her a sense of belonging. but also responsibility. “Young teachers do get some pushback,” she explains. “But most coworkers, students, and families are very supportive. We all try to help each other the best we can.”

Emma describes her rural community as tightly connected, where relationships stretch across generations and school life blends into everyday life. In her town, the school is the center of community identity. “Everyone knows everyone,” she says. “And if someone needs help, people show up.”

That sense of connection is also what keeps her in education, even on difficult days. She values the opportunity to support students who may not always have a consistent adult presence in their lives, and she sees her role as both instructional and relational.

Beyond the classroom, Emma also worked with Ohio University and Building Bridges to Careers as part of an effort to help develop the Rural Teacher Corps. Through this internship, she and her peers design sessions and activities centered on career-connected learning and real-world application in rural schools. “It’s about helping future teachers understand what rural education really looks like,” she says. “And how powerful it can be when learning connects to the community.”

Still, she is clear-eyed about the challenges. Limited funding, fewer enrichment opportunities, and long student commutes are realities of rural education that cannot be ignored. But her perspective remains grounded in optimism. “If I could change anything, it would be more funding for schools and programs,” she says. “But even with limitations, rural schools make things happen for kids.”

Emma was joined by colleague Amelia Wollard as an intern developing the Rural Teacher Corps. Growing up in Appalachia, she saw firsthand how schools can shape opportunity in small towns, and how much difference a committed teacher can make. “I chose to pursue teaching in a rural area because I want to make a meaningful impact on my community,” she says. “Strong teachers can change the trajectory of a student’s life.”

While completing her degree at Ohio University Eastern, Amelia embraced rural placements that allowed her to connect directly with students and families. Those experiences, she says, have reinforced her commitment to staying in rural education long term. What stood out to her the most was that the rural schools were relationship-centered. “You really get to know your students…not just in the classroom, but in their lives outside of school,” she says. “That creates something powerful.”

Amelia often sees reflections of her own upbringing in the students she works with: their resilience, their pride in where they come from, and their determination to succeed even when resources are limited. In Belmont County and surrounding rural communities, she notes, teachers are often seen as leaders, not just educators. That leadership shows up in everyday presence: attending events, volunteering, and building trust with families.

“People really value the role teachers play here,” Amelia says. “It’s about being visible and being part of the community.” She continues, “The school is often the center of everything…it brings people together.” However, like Emma, Amelia acknowledges the challenges rural schools face, particularly in funding, staffing, and access to advanced resources. But she sees those challenges as something communities actively work to overcome through collaboration.

Programs like Rural Teacher Corps and Building Bridges to Careers, she says, demonstrate the power of partnerships between schools, universities, and local organizations. “When schools and communities work together, students benefit in real ways,” she explains. “It fills gaps and expands opportunity.”

Emma King and Amelia Woollard are proof of a central truth: rural education is built on connection. Whether through student teaching placements, university partnerships, or community involvement, both see rural schools as spaces where relationships drive learning and where educators are deeply woven into the fabric of daily life. Their experiences reflect a broader reality across rural Ohio: schools are not separate from the community, they are the community.

And for both soon-to-be rural educators, that is exactly where they want to be.

Thank you to Emma King and Amelia Wollard for sharing their rural teacher stories with Rural Schools Collaborative. Emma and Amelia were nominated to share their stories by RSC’s Ohio Hub Leads. Would you like to nominate someone or share your story as a rural educator? Fill out our online submission form here.

I Am A Rural Teacher shares the stories, experiences, and aspirations of America’s rural teachers. By highlighting the narratives of veteran, new, and future teachers, I Am A Rural Teacher strives to support an education ecosystem where rural teacher-leaders are front and center. This project is supported by the Rural Teacher Corps: A Community of Learners.