How can school systems weave together Indigenous ways of knowing and response-tointervention to reduce chronic absenteeism in Alberta?

• Main Authors: Fowler, Teresa Anne, McDermott, Mairi
• Format: Report
• Language: unknown
• Published: University of Calgary : Werklund School of Education 2020
• Subjects: Attendance; Indigenous; Cross-Cultural Anxiety; First Nations
• Online Access: http://hdl.handle.net/1880/112217; https://doi.org/10.11575/PRISM/37947

It is well documented that students who demonstrate high levels of absenteeism are at an increased risk for a number of negative outcomes (e.g., see Fuhs et al., 2018). What is becoming increasingly evident, however, is that students who experience chronic stressors, such as socioeconomic disadvantage, mental health challenges, or cultural marginalization are at an increased risk for school absenteeism and represent specific populations who would greatly benefit from innovative proactive and reactive intervention techniques (Wimmer, 2013). Current Rocky View Schools (RVS) data suggests that of the nearly 800 students who identify as Indigenous within the district, 30% can be considered chronically absent. Data analyzed from September 2017 to April 2018 revealed that on-reserve students who attend an RVS school demonstrated the highest percentage of chronic absenteeism – an alarming 80%. Additionally, these on-reserve students have missed an average of 32 days of school to date this year (representing close to 23% of the school year). Based on the results of the internal data analysis, this study examines the experiences in a public school of First Nations students, who reside on reserve. Interviews were conducted with parents and students and surveys were responded to by staff and what was revealed as a barrier to attendance was a form of cross-cultural anxiety.