Impacts of Extreme Heat on Rural Communities

46 million rural Americans face mounting risks from temperature extremes that threaten workforce productivity, raise business operational costs, and strain critical public services. Though extreme heat is often portrayed in research and the media as an urban issue, almost every state in the contiguous U.S. has rural communities with above-average rates of vulnerability to extreme heat. To protect rural America, Congress must address extreme heat’s impacts by repairing rural health systems, strengthening the preparedness of rural businesses, and hardening rural energy infrastructure.

Extreme heat exacerbates rural communities’ unique health vulnerabilities

On average, Americans living in rural areas are twice as likely as those in urban areas to have pre-existing health conditions, like heart disease, diabetes, and asthma, that make them more sensitive to heat-related illness and death. Further compounding the risk, rural places also have larger populations of underinsured and uninsured people than urban areas, with 1 in 6 people lacking insurance. 

Limited healthcare infrastructure in rural places worsens these vulnerabilities. Rural areas have higher shortages of healthcare professionals who provide primary care, mental health, and dental services than urban areas. Over the last decade, 100 rural hospitals have closed, and hundreds more are vulnerable to closure. Finally, many rural communities do not have public health departments, and those that do are underfunded and understaffed. Because public health systems and healthcare professionals are the first responders to extreme heat, rural residents are severely underprepared

Congress should provide flexible resources and technical assistance to rural hospitals to prepare for emerging threats like extreme heat. Additionally, Congress should continue to enable the U.S. Department of Agriculture and the Department of Health and Human Services to provide loans or grant assistance to help rural residents retain access to health services and improve the financial position of rural hospitals and clinics. And because Medicaid expansion correlates with better rural hospital financial performance and fewer closures, Congress should invest in Medicaid to protect rural healthcare access.

Extreme heat puts rural businesses and workers at risk

Rural economic health relies on the outdoors (e.g., recreation tourism) and outdoor labor (e.g., agriculture and oil and gas extraction). Extreme heat in many of these places makes it dangerous to be outside, which impacts worker productivity and local business revenues. Indoor workers in facilities like manufacturing plants, food processing, and warehouses also face heat-related safety threats due to the presence of heat-producing machines and poorly ventilated buildings with limited cooling. These facilities are rapidly growing components of rural economies, as these sectors employ almost 1 in 5 rural workers. 

Simple protections like water, rest, shade, and cooling can improve productivity and generate returns on investments. But small-to-medium rural enterprises need support to adopt affordable cooling systems, shade and passive cooling infrastructure, and worker safety measures that reduce heat-related disruptions. Congress should help rural businesses reduce heat’s risks by appropriating funding to support workplace heat risk reduction and practical training on worker protections. Additionally, Congress should require OSHA to finalize a federal workplace heat standard.

Extreme heat threatens rural energy security

When a power outage happens during a severe extreme heat event, the chance of heat-related illness and death increases exponentially. Extreme heat strains power infrastructure, increasing the risk of power outages. This risk is particularly acute for rural communities, which have limited resources, older infrastructure, and significantly longer waits to restore power after an outage.

Weatherized housing and indoor infrastructure are one of the key protective factors against extreme heat, especially during outages. Yet rural areas often have a higher proportion of older, substandard homes. Manufactured and mobile homes, for example, compose 15% of the rural housing stock and are the one of the most at-risk housing types for extreme heat exposure. When the power is on, rural residents spend 40% more of their income on their energy bills than their urban counterparts. Rural residents in manufactured housing spend an alarming 75% more. Energy debt can force people to choose between paying for life-saving energy or food and key medications, compounding poverty and health outcomes. 

To drive the energy independence and economic resilience of rural America, Congress should support investments in energy-efficient and resilient cooling technologies, weatherized homes, localized energy solutions like microgrids, and grid-enhancing technologies.

Alaska Statewide Mentor Project is Reaching Rural Teachers

Abigail Swisher, Rural Impact Fellow at FAS, served in the Office of Elementary and Secondary Education, with a focus on STEM education. This post was originally published at HomeRoom, the official blog of the U.S. Department of Education.

Spanning 37,000 miles across Alaska, the Northwest Arctic Borough School District has struggled to hire and retain enough new teachers. The eleven villages within the district – many of them above the Arctic Circle – are sparsely populated and remote. The winters are long, and without easy connection to roads, teachers new to the area often feel the isolation of remote village life.Alaska’s Northwest Arctic Borough

Early-career and out-of-state teachers tend to be most heavily concentrated in Alaska’s rural schools, where they face a steep curve in adjusting to a new way of life while learning the ropes of teaching. As Northwest Arctic Borough Superintendent Terri Walker explains, “Our new teachers really have to learn everything: a new culture, sometimes a new language, new teaching skills, a new curriculum, customs and traditions of our kids, and the culture of our schools,”

But Northwest Arctic has found one approach to help their new teachers thrive in the classroom: A mentoring program that pairs new teachers with experienced educators from across Alaska.

The Alaska Statewide Mentor Project (ASMP) connects new teachers often isolated by physical distance with experienced mentor teachers who help them learn the skills to fit their unique cultural context. Mentors and mentees connect virtually each week and in-person several times per year, which usually requires long journeys involving travel by bush plane, boat, dog sled and/or snowmobile.

Mentors help new teachers develop culturally responsive practice, building on Alaska’s statewide standards for culturally responsive teachingRoughly seventy percent of new teachers in Alaska’s rural and isolated schools come from out of state, so the program focuses on helping teachers learn their students’ cultural context and work to integrate into their community.

Cultural knowledge is crucial for new teachers in Northwest Arctic Borough, whose student population is ninety percent Inupiaq. Superintendent Walker says that the district’s work is deeply centered in preservation of the unique heritage and values of Inupiaq culture; their motto is “Atautchikun Iñuuniałiptigun (Through Our Way of Life Together as One).”

In the 2023-24 school year, ASMP served roughly 140 new teachers across the state. Many schools share the cost of participation for their new teachers with ASMP; in previous years, Northwest Arctic Borough has used federal dollars through the Rural Education Achievement Program (REAP) to fund teachers’ participation. “It’s a very popular program with our new teachers, and one we try to continue even as our district is operating at a ten-million-dollar deficit,” said Superintendent Walker. “We continue to work to support the program because we believe in it.”

And the program is getting results: rigorous evaluation (funded by an ED Education Innovation Research grant) shows that new teachers who participate in the program make larger student learning gains in reading and math, and stay in the classroom longer than new teachers without a mentor.

The Alaska Statewide Mentor Project’s results are heartening against a larger backdrop of challenges in attracting and retaining new teachers in rural and geographically isolated schools across the United States and its territories. With an additional expansion grant from ED’s Education Innovation and Research (EIR) program, the mentoring program is broadening its reach to teachers in the state of Montana, and to expand the existing program within Alaska to all teachers who are new to the state of Alaska, regardless of their years of experience.