For decades, the St. Labre Indian School in Montana has been quietly redefining what it means to be an educational institution. More than just a place for academics, St. Labre serves as a cornerstone for cultural preservation, community healing, and comprehensive support for Indigenous youth and families. This approach, led by Executive Director Curtis Yarlott, represents a powerful example of how schools can become catalysts for lasting change.
The Historical Context of St. Labre
Founded in 1884, St. Labre has operated continuously for nearly 140 years. Today, it serves around 550 students from the Northern Cheyenne and Crow tribes through a system of elementary schools and a Crow language immersion preschool. However, its role extends far beyond traditional education. The school’s history is rooted in a complex relationship between the Catholic Church and Indigenous communities – a relationship often marked by forced assimilation.
Yarlott acknowledges this past while charting a course toward reconciliation and empowerment. He explains that St. Labre’s current approach intentionally integrates Native traditions with Catholic spirituality. For example, during Catholic Mass, students participate in traditional smudging ceremonies alongside Catholic rituals. This integration demonstrates a conscious effort to honor Indigenous spirituality while maintaining the school’s religious identity.
Beyond the Classroom: Holistic Community Support
What sets St. Labre apart is its expansive outreach beyond core educational services. Yarlott details how the school provides essential social services, including food pantries, clothing distribution, and financial assistance for basic needs such as firewood, propane, and funeral expenses. The school also operates a post-secondary mentoring program, offering personalized support to graduates navigating higher education or trade schools.
“We want to make things better on the Crow and Northern Cheyenne Indian Reservations,” Yarlott explains. “In order to do that, the vision has to be broader than just education.”
This holistic approach addresses systemic inequities and ensures students have the resources needed to thrive not only in school but also in their communities. The school recognizes that students’ success is intertwined with the well-being of their families and tribes.
Balancing Tradition and Modernity
St. Labre’s success lies in its ability to navigate cultural revitalization while upholding modern educational standards. Yarlott emphasizes that the school meets accreditation requirements while simultaneously prioritizing Indigenous language preservation and cultural practices. He cites examples of students who, inspired by the school’s support, have gone on to pursue higher education at institutions like Stanford and Dartmouth, setting new precedents for their communities.
The school’s commitment to language revitalization is evident through its partnerships with the Crow Language Consortium, the Northern Cheyenne Language Consortium, and the Language Conservancy. These efforts ensure that Indigenous languages are not only preserved but also actively integrated into the curriculum and community life.
A Model for Empowerment
St. Labre’s approach is often cited as an exemplar of what’s possible in Indigenous education. Jason Cummins, an assistant professor at Montana State University, describes the school as an “anomaly” because it defies easy categorization. St. Labre’s success lies in its ability to embrace complexity, honor tradition, and adapt to the evolving needs of the communities it serves.
Ultimately, St. Labre’s story demonstrates that schools can be far more than just academic institutions. They can be centers of healing, empowerment, and cultural revitalization, serving as critical lifelines for Indigenous communities seeking to thrive on their own terms.
