Familycentric School Leadership in Inner-City Schools in Saskatchewan

This article presents the findings of a study that examined school-based leadership in a Saskatchewan inner-city elementary school with a high Indigenous student population. In this qualitative study, the researcher utilized the conversational method. Indigenous community members and school staff were invited to share their perspectives on school leadership and the role school-based leaders play in improving the experiences of Indigenous students and families. The findings revealed that multiple barriers hinder family engagement. However, school-based leaders can take specific actions to help overcome these barriers. Promising leadership actions include maintaining a clear focus, leading by example, dedicating time for home visits, challenging biases, developing a broader school leadership team, and being invitational. The paper concludes that school-based leaders’ actions can shift inner-city schools to be more familycentric.