The resource constraints and increasing demands mandated by state and federal programs have made it difficult for rural and small schools to provide a developmentally appropriate education for all their students, but especially for middle level students, many of whom have been identified as "at risk." This paper focuses on recent research in the role of affective education, based on a recognition of the important role of identity development in assisting students to navigate successfully their passage through this transitional stage into adolescence. Possible links among affective education and self concept, characteristics of rural learners, and "at risk" factors are explored. Findings suggest that progress cannot be made in overcoming the "at risk" factors or in addressing the characteristics of the rural learner unless self-concept needs are first met on a positive basis. A multicultural unit instruction model is presented as an efficient strategy for meeting the interacting needs of middle level learners. A chart shows the linkages between middle school objectives, the framework for unit teaching, and rural learner needs. (Contains 15 references.) (ND)