Rural schools serve an important role in helping a country educate its citizens. In practise, however, they are frequently overlooked by the government's reform goal. This is most likely owing to the fact that educational offices are typically located in urban regions, as well as the remoteness of rural schools. Policymakers struggle to discover recommendations from credible research studies that might assist them establish effective policies to help rural schools expedite good changes due to a long concentration on urban schools.

Nowaday, Malaysia is confronting a more difficult position when it comes to reforming rural schools. Some schools, for example, are in places where only a limited-access road or even a river transport system may be used, such as in Sarawak state. This scenario has a significant impact on the school redevelopment effort. However, the exact state of affairs is unknown, necessitating further investigation into the quality of educational delivery and services in these types of institutions.

To overcome the situation, some techniques that can be implemented to transform a rural school into a high-performing institution, highlighted by Malhoit. To begin with, a rural school should only hire the best teachers. Quality teachers are those who can display talents that can accommodate to students' learning needs and diverse learning styles, in addition to having a bachelor's degree in education. Second, good school administrators should be in charge of a rural school. This is the most important factor that a rural school should have, according to educational specialists. A rural school, should also have good school infrastructure. I believes that there is a direct link between the state of a school's infrastructure and the quality of kids' learning. All of the schools' structures are composed of brick and mortar, but the classrooms are small and claustrophobic, with no electricity, sufficient lighting, or ventilation. The schools do not have enough urinals; most just have two, which are not in good condition. In addition to the infrastructure issues, the schools are under-equipped. While every school has a blackboard as their sole teaching aid, the majority of them are worn out and lack dusters and chalk. The only furniture in the schools is a table and chair for the teachers and principals, while the students sit on floor mats.

The importance of a rural school is based on the benefits it can provide to a larger community, particularly to those with a strong interest in Malaysia. One of the most significant effects is that research on rural schools may better inform society and relevant authorities about the current state of rural schools in Malaysia, including the problems that need to be addressed immediately.