Abstract
The present paper aims to measure the degree to which secondary schools target socio-economic and regional characteristics of disadvantaged (mainly rural) regions. Another important goal is to ascertain what other factors influence the cognitive spatial perception of secondary school students, especially concerning disadvantaged/rural areas. A significant methodological element for this is the examination of the geography curriculum as a secondary source. Regarding methods based on primary sources, a questionnaire survey reveals the general conceptual knowledge of one hundred and sixty students concerning the above issue. A section of the students involved in the investigation studies in secondary schools of a county seat and the other section in a small town. The investigation aims to encourage the implementation of goals outlined by frame curricula and in the list of prerequisites for obtaining a secondary diploma by conceptualising a methodological modification. The results confirm that the examined topic fails to gain significance in both primary and secondary education. Targeting the issue of disadvantaged areas in a separate chapter or making it a more remarkable factor among the list of prerequisites would strengthen topographical and conceptual skills. Students would be able to gain an insight into the regional characteristics of socio-economic inequalities during academic breaks by taking part in educational trips, field research or visiting disadvantaged areas.