School Attendance Crisis For Native American Students Deepens

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Studies reveal chronic absenteeism persists among Native American youth following pandemic disruptions

Over the past few years, the issue of chronic absenteeism among Native American students has drawn significant attention, especially as schools continue to grapple with the impacts of the COVID-19 pandemic. Recent analysis indicates the rates of absenteeism have not only persisted but, distressingly, worsened among Native American and Alaska Native students when compared to their non-Native peers, highlighting long-standing disparities with roots deep within the educational system.

According to multiple sources, including the Associated Press, Native American students missed school at higher rates even before the pandemic, but the disruption caused by COVID-19 has significantly exacerbated these gaps. Data show nearly one-third of Native American students at various institutions missed 18 days or more during the 2022-23 school year, with some areas reporting even higher rates. For example, schools within the Bernalillo Public Schools district, which serves several Pueblo communities near Albuquerque, New Mexico, experienced absenteeism rates reaching upwards of 75% among Native students.

Many elements contribute to this concerning trend. Challenges such as poverty, illness, and historical trauma play significant roles. Native families often navigate complex socioeconomic landscapes where health issues, including higher illness rates, coupled with the pressure of economic hardship, can prevent children from consistently attending school. A former educator noted the trend where Native youths, out of necessity, undertake long work hours to support their families, leading to misconceptions about their commitment to education.

Schools working with Native populations are adapting their approaches to combat absenteeism. They’re fostering stronger connections with families to cultivate engagement. For example, one initiative mentioned involves community leaders pledging to assist families who may face transportation barriers, ensuring children can attend school if they miss the morning bus. This collaboration, along with outreach initiatives aimed at demonstrating care from school personnel, is central to restoring trust.

Jennifer Tenorio, a parent, shared how revitalizing cultural ties within school curricula has made notable differences for her children's experiences. Her family speaks Keres, which has been integrated more deeply within school programs, allowing children to feel affirmed and recognized within their own cultural framework. Tenorio remarked on how her son, now delighted with learning, reflects the positive changes occurring within the educational environment of Algodones Elementary, where attendance initiatives are rooted deeply within cultural appreciation.

To tackle the issue of chronic absenteeism, schools and communities are also collaboratively investing resources. Districts like Bernalillo have received financial backing from state lawmakers to develop programs targeting attendance challenges. This funding supports hiring family engagement staff members and implementing strategies to reach out to families with greater frequency.

Despite these developments, the battle against chronic absenteeism remains complex and multi-faceted. Educators recognize the importance of addressing the root causes of absenteeism through on-site health resources and trauma-informed care. Schools like those within the San Carlos Unified District have created care centers aimed at providing holistic support, including access to health services, which are increasingly necessary following the pandemic.

Superintendent Deborah Dennison highlighted the aim of changing perceptions about school within community contexts, acknowledging both the challenges faced by families and the potential growth through school engagement strategies. By enacting cultural sensitivity and community involvement, schools can begin to shift the narrative surrounding education for Native American students.

The response to absenteeism challenges must acknowledge the historical contexts affecting educational equity. Understanding the shadows of U.S. policies aimed at dismantling Native culture, particularly through past infamies like forced boarding schools, provides substantial insight as to why contemporary approaches need to honor cultural ties and community insights.

Educational reform is not merely about metrics; it is deeply connected to the identities, beliefs, and values held by students and their families. Therefore, the current struggles and resulting solutions are not just academic challenges but referential to interconnected cultural lifeways.

With insightful adjustments and community collaborations underway, there's cautious hope for the future. Schools like Algodones Elementary have reported slight but notable reductions in chronic absenteeism rates—from 66% to 60% for Native students—reflecting the seeds of positive change driven by active outreach and family inclusivity.

Many educational experts advocate for increasing momentum toward sustained improvements. It’s about establishing trust, recognizing cultural identities, and directly addressing the diverse pressures faced by families within these communities.

Facing the uphill struggle against historical contexts, impoverished conditions, and systemic neglect, schools continue to push through; albeit slowly, they're fostering environments conducive to learning for every student, particularly those from disproportionately affected communities. Nonetheless, closing the attendance gap remains both urgent and necessary—the wellbeing of these students rests on it.

Attendance concerns do not merely end at school gates but resonate within larger dialogues about health, community support, and cultural acknowledgment. Education systems must prioritize inclusivity and holistic models of support if they hope to mitigate absenteeism and promote wellbeing among Native American students.

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