SAN CARLOS, Ariz. — Tommy Betom, a 10-year-old from the San Carlos Apache tribe, is showing significant improvement in school attendance this year after facing challenges last year when he was absent for 40 days. Both his school and family have emphasized the importance of consistent attendance as a way to secure his future. Tommy had previously expressed feelings of being picked on by teachers and bullied by peers regarding his clothing. His grandmother, Ethel Marie Betom, who has taken on a caregiving role after his parents separated, encouraged him to carefully choose his friends and to focus on his behavior in class. She highlighted the advantages he currently has, like access to running water and a reliable vehicle, which were not available during her childhood.

Tommy’s situation is not unique. In the San Carlos Unified School District, a staggering 76% of students faced chronic absenteeism during the 2022-2023 academic year, defined as missing 10% or more of school. His family received outreach from a teacher and a truancy officer to tackle this pressing issue.

Following the pandemic, attendance rates have remained a significant challenge across many states, particularly for Native American students. This problem existed prior to COVID-19 but has since escalated. Data indicates that in 34 states, the absenteeism rate for Native American and Alaska Native students was at least 9 percentage points higher than their non-Native peers.

In response to this issue, schools serving Native populations have been making concerted efforts to build relationships with families, many of whom face the dual challenges of health issues and economic hardship. The skepticism surrounding public education in Native communities often stems from historical government actions aimed at erasing Indigenous cultures, which further complicates investment in education for many families. Dallas Pettigrew, who directs Oklahoma University’s Center for Tribal Social Work, attests that such historical trauma can lead to a diminished perception of the value of public schooling.

To combat high absenteeism, the San Carlos school system has initiated care centers that collaborate with local healthcare providers, food banks, and dental clinics to offer essential services directly to students. Cultural success coaches within the schools help families navigate obstacles that might hinder student attendance, addressing issues ranging from mental health concerns to crises in the home. Superintendent Deborah Dennison noted that nearly all students in this district identify as Native American, with over half of their families living below the federal poverty threshold.

Jason Jones, a cultural success coach at the high school and a member of the San Carlos Apache tribe, observed that various issues including anxiety and unstable home conditions contribute to student absenteeism. Emphasizing emotional support and acknowledging students’ challenges are critical in fostering connections and improving attendance. Jones stated, “You feel better, you do better,” underscoring the role of the care center in providing emotional well-being support.

The current school year has shown marked improvement, with chronic absenteeism dropping from 76% to 59%. Dennison attributes this success to community engagement and adapting educational systems to better fit the needs of Native students.

In states like Alaska, Nebraska, and South Dakota, chronically absent Native American and Alaska Native students constitute a majority, and some states continue to see worsening trends for these demographics, even as attendance improves for other groups. For example, Arizona witnessed an increase in chronic absenteeism among Native students from 22% in the 2018-2019 school year to 45% in the 2022-2023 school year.

At Algodones Elementary School in New Mexico, where a significant portion of the student body is Native American, around two-thirds of the students are chronically absent. The community suffered deeply during the pandemic, particularly among elders, leading to slow recovery in student enrollment. Principal Rosangela Montoya indicated that many students are apprehensive about academic performance and continue to accumulate excused absences. Efforts are being made to analyze attendance patterns and enhance communication with families, including timely follow-up calls and potential in-person meetings.

Montoya emphasized the difficulties faced by families, particularly those headed by grandparents. In Algodones, 95% of students belong to Native communities, and the school actively supports their cultural identity by incorporating days off for ceremonial gatherings and allowing excused absences for significant cultural events.

Jennifer Tenorio, a parent who has benefited from the school’s food resources, appreciates the inclusion of Keres language classes, which she believes contribute to her children’s cultural fluency. Reflecting on the negative experiences of her older children in federally administered programs, Tenorio noted that Algodones Elementary is more supportive, with teachers genuinely invested in their students’ success.

Furthermore, at Rice Intermediate School in Arizona, Principal Nicholas Ferro reported positive outcomes stemming from improved family communication, often requiring home visits due to many parents lacking working telephones. One grandparent, Lillian Curtis, expressed satisfaction with the school’s family nights and highlighted her granddaughter Brylee’s improved attendance, attributing this to enhanced engagement and motivation.

Overall, the district is committed to reshaping perceptions about the purpose and benefits of education. Dennison underscored the importance of decolonizing the educational experience and addressing past injustices as the school works toward a more supportive learning environment.