SAN CARLOS, Ariz. — After struggling with school attendance, 10-year-old Tommy Betom is showing remarkable improvement this year. Last year, he had missed 40 days, but now both school officials and his family have emphasized the importance of regular attendance for his future. His grandmother, Ethel Marie Betom, took on a caregiving role after his parents separated, encouraging him to choose his friends wisely and behave appropriately in class. “You have everything,” she tells him, referring to the resources he has at his disposal, such as running water and reliable transportation, which were not available to her during her upbringing.
Teachers and a truancy officer reached out to Tommy’s family to discuss his attendance issues, as he is part of a broader trend affecting the San Carlos Unified School District. In the previous school year, a staggering 76% of students were marked as chronically absent, missing 10% or more of their classes.
As schools across the nation grapple with attendance challenges post-pandemic, Native American students are particularly affected. Data indicate that absenteeism rates for this demographic have worsened compared to their peers, a pattern that predates the pandemic. According to statistics from 34 states, nearly half reported absenteeism rates among Native American and Alaska Native students that exceeded the state averages by at least 9 percentage points.
Many institutions focused on serving Native students are working hard to build connections with families, who often face social and economic obstacles, including health issues and poverty. Cultural mistrust persists due to a historical legacy of forced assimilation practices, such as the abusive boarding schools aimed at eradicating Native identities and languages. Dallas Pettigrew, a member of the Cherokee Nation and director of the Center for Tribal Social Work at Oklahoma University, explained that this history can influence perceptions of public education among Native families.
To counteract these complexities, the San Carlos school system has launched care centers offering various services, including partnerships with local hospitals and food banks. Guided by cultural success coaches who understand the community’s specific challenges, these initiatives aim to empower families and improve student attendance. Superintendent Deborah Dennison highlighted that nearly all students in the district identify as Native American, and many come from families living below the federal poverty line.
Jason Jones, a cultural success coach at San Carlos High School, recognizes that students experience a range of issues, from anxiety and grief to unstable home environments. His approach prioritizes empathy, encouraging students to express their emotions as part of their healing process. Remarkably, the district has reported a drop in chronic absenteeism from 76% last year to 59% this year, a success attributed to responsive community initiatives.
In many states, such as Alaska, Nebraska, and South Dakota, chronic absenteeism among Native students remains a significant problem. Persistent absentee rates have been especially troubling in Arizona, where the percentage of Native students facing chronic absenteeism rose dramatically, from 22% in the 2018-2019 school year to 45% during 2022-2023.
At Algodones Elementary School in New Mexico, where a significant majority of students are Native, chronic absenteeism is also a pressing issue. The community faced steep challenges during the COVID-19 pandemic, resulting in slow school reentry for many students. Principal Rosangela Montoya noted that many of the absences are related to stress about returning to an academic setting. The school is taking proactive steps, including analyzing individual student absences and maintaining communication with families to ensure that students are supported in their learning.
Algodones goes a step further by closing for Native ceremonial gatherings and excusing students for other culturally significant days, promoting a strong sense of community identity. Jennifer Tenorio reflected on how the school has made accommodations for her family’s native language, Keres, and noted the positive change in the educational experience of her children compared to when they attended earlier educational programs that discouraged native language use.
Efforts to improve attendance also extend to schools like Rice Intermediate School in Arizona, where families have been engaged through home visits, as many do not have reliable means of communication. The principal reported significant improvements in attendance, particularly for students like Tommy Betom, who have benefitted from dedicated attention and support.
By fostering better relationships and community connections, the district is working to shift perceptions of education. Dennison, drawing on historical context, noted the goal is to decolonize the educational system, offering a learning environment that is more aligned with students’ cultures and needs.
These concerted efforts highlight the importance of community engagement, cultural understanding, and emotional support in addressing the complex issue of school attendance among Native American students, paving the way for a brighter future.
