This paper explores the impacts of proposed school closures on families in rural communities in the South Taranaki region of New Zealand. We situate this instance of educational restructuring in a critical policy context and present an account of its regional unfolding through drawing on local media coverage. We then interpret narratives gathered during an interview-based study of the proposed changes undertaken in 2003-2004. Our analysis highlights the impact of school closure for rural settlements in terms of affect as well as effects. More generally we reflect on the place of schools in the experience of place itself, as well as their contribution to social cohesion and the broadly defined health of a community. (Contains 1 figure.)