Attendance issues persist in American schools, significantly impacting Native American and Alaska Native students more than others. These disparities preexisted the COVID-19 pandemic and have intensified, according to recent data. The issues are not merely recent developments; they are deeply rooted in historical and social contexts affecting these communities.
A review of 34 states reveals that half reported Native American and Alaska Native student absenteeism rates considerably higher than state averages for the 2022-2023 academic year. This trend is worsened by a historical distrust in educational systems stemming from a legacy of cultural disruption caused by U.S. government policies, which included forced attendance in boarding schools with abusive conditions.
The San Carlos school district in Arizona highlights the complex landscape of this issue. With a student population almost entirely Native and many families living under the federal poverty line, absenteeism reached 76% in 2022-2023. However, concerted efforts by the district have reduced this rate to 59% in 2023-2024. These efforts involve care centers partnering with local healthcare providers and cultural success coaches addressing barriers like mental health, substance abuse, and economic instability.
Algodones Elementary School in New Mexico faces similar challenges. The COVID-19 pandemic exacerbated existing attendance issues, with approximately two-thirds of its predominantly Native American students chronically absent. The school reports that stress and traumatic experiences, such as the effects of the pandemic on communal elder populations, contribute significantly to absenteeism.
Efforts to bolster student attendance involve close communication with families and adapting school programs to respect Native cultural practices. For instance, Algodones Elementary aligns its schedule with cultural events of local pueblos, offering language classes to support native language fluency. Parent involvement and support is pivotal, aiming to create a supportive environment encouraging regular attendance.
Rice Intermediate School in Arizona has also made strides in attendance improvement through enhanced family engagement, including home visits when necessary due to unreliable phone communication. This approach has yielded positive results, with increased student enthusiasm and decreased absenteeism.
The broader challenge remains daunting. In states like Alaska, Nebraska, and South Dakota, over half of Native students were chronically absent last year. This trend poses a significant obstacle to educational and social advancement in these communities.
Addressing chronic absenteeism among Native American students requires a nuanced understanding of historical challenges, current socio-economic barriers, and cultural sensitivities. Schools that have successfully reduced absenteeism serve as models for integrating community and educational efforts, ultimately aiming to transform schools into supportive environments rather than remnants of past traumas.
Source: Apnews
