“This is Their Ways:” Oklahoman and Alaskan School Principals’ Experiences Qith the Culture, Education, and Discipline of American Indian/Alaska Native Youth

Abstract

This qualitative study explored 22 principals’ perspectives from Oklahoma and Alaska regarding their experiences with education and discipline of American Indian and Alaska Native students. Utilizing Pewewardy and Hammer's culturally responsive leadership framework, the analysis identified three central themes: (1) the critical role of building strong relationships with families and communities to support students’ academic and social success, (2) the necessity of cultural competence among school leaders, and (3) the value of trauma-informed disciplinary practices. Findings suggest culturally responsive leadership combined with trauma-informed practices effectively addresses historical inequities and disciplinary disparities. The study highlights the urgent need for systematic policy changes, culturally responsive leadership training, and increased bureaucratic representation to support Indigenous students and communities. These insights provide actionable implications for P-12 educational leaders, policymakers, and researchers aiming to create inclusive and equitable school environments for American Indian/Alaska Native and other marginalized student populations.