When Randy Pirner took the reins as principal of Todd County High School on the Rosebud Indian Reservation back in 2018, he thought his extensive experience as an educator would prepare him for the challenges ahead. Yet, he soon found himself grappling with the complex web of cultural and socioeconomic issues contributing to chronic absenteeism among Native American students. With around 95% of the student population being Indigenous, Pirner discovered firsthand the kind of hurdles many educators might not fully appreciate.
Having grown up on the Yankton Sioux reservation, Pirner recognized how the challenges within South Dakota's reservation communities are exponentially more complicated than those he experienced previously. Years after the pandemic paused classroom activities nationwide, schools across the country, particularly those serving Native American populations, continue to face significant attendance struggles. According to recent reports, Native American students exhibit absenteeism rates sharply higher than their peers, leading to troubling disparities.
The COVID-19 pandemic has laid bare the existing issues, but it also compounded them. A collaboration between The Associated Press and South Dakota News Watch highlighted some stark statistics from the 2022-23 school year: Nationally, half of the states tracked reported Native American absenteeism at least nine percentage points above the respective state averages. For South Dakota, the numbers are staggering — Indigenous students showed chronic absenteeism rates at 54%, dwarfing the state average of 21%. This highlighted not just the gravity of the issue but also the pressing need for intervention.
Chronic absenteeism refers to students missing 10% or more of school days, whether for reasons deemed excused or unexcused. Jumping to the current school year's metrics, the chronic absenteeism rate for Native American public school students remains at 51%, still alarmingly high, but slightly improved from the previous year’s data. Meanwhile, high school completion rates for these students languish at 68%, compared to the more favorable state average of 91%. This trend continues, as only 18% of Native American students are considered college and career-ready, compared to the state average of 54%.
Josie Green, executive director of Teach for America South Dakota, emphasizes the importance of fostering trust between schools and Indigenous communities. Building relationships is key to addressing the challenges educators face. “There’s no silver bullet,” Green explains. Understanding the nuances and developing trust can only pave the way for meaningful change.
Rodney Bordeaux, former president of the Rosebud Sioux Tribe, adds another layer to this issue. He has extensive experience with both Indigenous communities and education. Now heading the St. Francis Mission, Bordeaux reflects on the multifaceted aspects affecting student attendance. He cites economic precarity — with Todd County's median household income sitting at $33,800, significantly below South Dakota's average of $69,500 — as one of the underlying issues affecting engagement with schooling.
Bordeaux highlights how high poverty rates correlate with absences, noting this intertwining of economic stress and educational engagement is often misunderstood. Therefore, when absenteeism rates are critiqued, the conversation needs to encompass the larger systemic issues at play, instead of isolATING the problem to the actions of families and school administrations.
The pandemic's challenges did not end with school closures. When South Dakota shut down schools across the state, Todd County faced specific challenges like remote learning, which seemed unmanageable. Pirner recounts the struggle, stating, “COVID set us back 10 years because kids who aren’t going to school in kindergarten aren’t going to be going to school when we get them in high school.” Given the conditions on the ground — families lacking reliable internet access and living under tight quarters — the remote learning strategy appeared impractical. Many students simply could not participate.
Once schools resumed, it was clear there was much work to do. Green and her team recalibrated their approach, reaching out to students and families to understand the root causes of absenteeism more deeply. They asked tough questions about the relevance of education and how teachers could connect meaningfully with Indigenous students. The answers revealed significant gaps between student needs and the education system as it stood — students voiced desires for educational experiences tied closely to their cultural identities and built around life skills applicable to their future.
During these discussions, it became evident there was also significant demand for culturally relevant curricula. Students expressed the need for learning environments where they felt represented and understood. Green's goal for the Teach for America program is to increase the percentage of Native American teachers significantly. Currently, much of the teaching staff lacks personal connection to the Indigenous experience, leaving students longing for role models with shared backgrounds.
While the application of Indigenous perspectives and culturally relevant teaching methods is gaining traction, it remains challenging. There exists genuine hope for change, but it’s becoming clear it will require time, strategic partnerships, and sustained effort. The realities revealed during the pandemic have offered valuable insights and led to discussions around what mainstream education might look like within this unique cultural framework.
Community leaders and educators reaffirm the commitment to see transfixed improvement over time. Bordeaux reasons several players must engage as change agents to tackle the root issues. “You can't just look at these numbers and think it's one-sided,” he notes. “It’s the schools, the parents, the entire community.”
Assessing the barriers to improving student attendance extends beyond the classroom walls. Childcare, healthcare access, and housing continuity are also interlinked and require collaborative efforts from multiple sectors, including government entities and nonprofits. The focus on attendance must be broadened to encompass these challenges, as addressing one issue without considering others may yield limited success.
The South Dakota Department of Education acknowledges these complex factors at play, striving to inform policies aimed at addressing chronic absenteeism. Change can be slow, but there’s acknowledgment of the uphill battle faced. Local initiatives are formed with greater awareness of the challenges students from Indigenous communities encounter.
There’s optimism, yet the work continues. Leaders, educators, and parents remain focused on finding solutions, ensuring students feel seen, valued, and engaged. Creating inclusive spaces where students can see themselves reflected both culturally and academically takes time and collaboration, but it’s of utmost importance. Achieving noticeable improvements requires long-term investment, patience, and trust among all stakeholders.
South Dakota continues to face challenges endemic to its history and societal structures, but there’s also dedication and resilience from its communities to reshape the narrative, improve educational experiences, and uplift Native American students on this educational frontier.
