Many of these communities find it extremely difficult to attract and retain good quality educators. Remote or isolated areas also appear to have high unemployment within the community, meaning these communities are faced with remoteness, low income, fewer students, and fewer resources. Doolan and Zimmer, E (2002) address the problem that often a small population in the community and low-income workers such as agricultural labourers, rural workers, shearers and the unemployed who are generally paid less than their counterparts in the city make the skills harvest extra funding for the school through the community is very limited. These communities need resources to attract teachers willing to live in the area. Without the services, it will become extremely difficult to attract these teachers to communities in rural and remote areas of Australia. One report states that “socioeconomically disadvantaged students attend fewer hours of early childhood education, have lower school attendance, are more likely to drop out of school early, and are less likely to go to college.” Lamb, S, Jackson, J, Walstab, A, & Huo, S (2015). There is an alarming rate of students from poor socioeconomic backgrounds dropping out of higher education. They often start unprepared for the highest jump