Students in the Northwest Territories are averaging more than one day of school absence per week, leading to projections that some could graduate high school up to three years behind. A recent report highlights that attendance is particularly poor in smaller communities, with Tłı̨chǫ areas reporting secondary school attendance as low as 35%. Challenges such as staffing shortages, inadequate specialized support, and a decline in attendance following the COVID-19 pandemic are exacerbating the situation. Advocates warn that the absence of funding through Jordan’s Principle, which previously helped support Indigenous students, could further deteriorate educational outcomes. With chronic underfunding and difficulty retaining teachers, concerns are growing about the long-term impact on students’ education and well-being.
Why It Matters
This situation underscores significant systemic issues within the education system of the Northwest Territories. Attendance has been declining since the COVID-19 pandemic, and the lack of funding for vital support services is likely to hinder the learning experiences of students, particularly Indigenous youth. Historically, the education system has faced challenges related to staffing and funding, which have been compounded by the loss of Jordan’s Principle funding. This legal framework was designed to ensure First Nations children receive necessary public services, and its loss may exacerbate existing inequalities in educational access and support.
Want More Context? 🔎
