Most students in the United States attend suburban schools. However, most education research focuses on urban school districts. This may be in part because many of the core issues that currently drive education research—issues of race and class inequities, social mobility, immigration, English learning—are believed to be “urban” challenges. In this article, we argue that the changing nature of suburban schools and communities, and the history of their creation as education spaces, make them advantageous locations for education researchers to study many pressing issues and expand the ways we understand the intersections of race, place and inequality. We argue that education scholarship across multiple disciplinary orientations, theoretical foci, and substantive concerns can benefit from a deeper engagement with suburban education spaces and the issues and opportunities associated with them.

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Research on adolescent responsibilities outside of school rarely considers how schools and teachers mitigate the adverse consequences of those responsibilities on academic outcomes. We seek to understand when, and for whom, teachers and administrators accommodate students' out-ofschool commitments. Analysing 61 interviews with teachers and staff at five high schools that serve predominantly low-income students and survey responses from teachers across Wisconsin (N = 601), we find that staff identify responsibilities as connected to students' social class.Teacher responses to student responsibilities are largely individual and ad hoc, whilst administrators report accommodating students' paid work through structural changes.