Abstract
Abstract: This study utilized the culturally responsive qualitative methodology of phenomenology to provide an opportunity for eight Puyallup tribal elders to share their lived stories while providing insights into the impact of intergenerational historical trauma upon their lives. The elders provided suggestions about how to improve student achievement by facilitating a decolonization intervention program for tribal school employees derived from elder Indigenous knowledge. The goals of the program would be to provide information about tribal history, historical trauma, the Twulshootseed (txʷəlšucid) language, and our traditional ways along with professional learning communities, peer mentoring, and follow-up trainings. The study findings suggest a decolonization intervention program is the most important first step for P-12 tribal schools to improve academic achievement.
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