This study proposes a local theory called "Inside-Outside" to strengthen a deprived school microsystem. The theory aims to reduce the cycle of ignorance in schools with poor infrastructure facilities, large groups of students, located in high-crime areas, children from low-income families with low levels of schooling, and families unable to support students with school tasks at home, thereby leaving the learning process entirely to teachers, who must bridge the technological and pedagogical institutional gaps. This qualitative study was based on empirical findings and followed the educational design research methodology. Fieldwork was conducted with third- and fourth-grade students and teachers in an urban school in an impoverished area in Honduras. The theory contributes to improving teachers' practices by considering students' socioeconomic contexts, limited access to digital tools, and engagement with non-profit organizations to compensate for insufficient family and government support. Inside-Outside theory serves as a comprehensive framework for transformative educational practices that empower educators and uplift students in resource-constrained settings. [For the complete proceedings, see ED672804.]