This paper reports on a literature review on the role of schools’ geographical locations, as a self-evident part of early career teacher (ECT)’s teaching context, in shaping ECTs’ professional experi-ences during the induction phase, in relation to their retention and attrition. Under an interaction-ist theoretical assumption that ECTs’ retention and attrition results from their meaningful interac-tion with the teaching contexts, we analysed 37 empirical studies (published between 2013 – 2025). The analysis resulted in an overview of the most important findings and more in particular in the construction of a model of Geographical embeddedness of schools. The model identifies and encompasses four interrelated aspects of this embeddedness: Physical, Sociocultural, Socio-economic, and Policy. The contribution of the study is two-fold: to add nuances and further in-sights into ECTs’ motivation behind making decisions to stay or to leave the profession and to call for moving beyond the existing deficit views imposed upon both urban and rural school settings. Keywords: Teacher induction, geographical perspective, retention/attrition

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