Interpretation
The dropout data from 2020 to 2025 shows significant fluctuation, suggesting a
range of factors impacting Indigenous students’ retention in education. In 2020-
2021, 2 Indigenous students dropped out, which may have been influenced by
socio-economic factors, academic struggles, or a lack of connection to the school
environment. The year 2021-2022 saw no dropouts, potentially reflecting successful
support interventions or improved engagement strategies. However, in 2022-2023,
the dropout rate rose again, which may point to challenges such as mental health
issues, academic pressure, or insufficient long-term support. The year 2023-2024
saw an even higher dropout rate, with 4 Indigenous students leaving, along with 1
more due to illness, indicating possible health-related barriers or other personal
issues that affected their ability to remain in school. In 2024-2025, the number of
dropouts dropped back to zero, suggesting that the interventions put in place might
have addressed previous barriers effectively.
Analysis
The analysis of dropout trends from 2020 to 2025 reveals that retention rates
among Indigenous students are highly influenced by both external and internal
factors. The increase in dropouts in 2023-2024, with 4 students leaving and one due
to illness, suggests that more complex issues, such as health challenges or family
responsibilities, might have significantly impacted students’ ability to stay in school.
The illness-related dropout specifically points to the lack of adequate healthcare or
support systems for students dealing with health problems. This suggests that
students who face additional challenges, like health issues or socio-economic
hardships, may struggle to continue their education without proper resources and
accommodations. Moreover, the lack of culturally responsive curricula or school
environments may also contribute to disengagement, as Indigenous students may
feel disconnected from the educational experience, leading to higher dropout rates.
Furthermore, the fluctuations in dropout numbers could also reflect the
inconsistency of support structures available to these students. While there were no
dropouts in 2021-2022 and again in 2024-2025, it is likely that targeted
interventions during these years, such as community programs, mentorship, or
improved academic support, had a positive impact. However, the years with higher
dropout rates may indicate that these interventions were either insufficient,
inconsistent, or not fully addressing the unique needs of Indigenous students. This
analysis highlights the importance of continuous, culturally relevant support
systems that are tailored to the specific challenges faced by Indigenous
communities. Addressing these barriers, whether health-related, socio-economic, or
academic, is key to improving student retention and success in education.
