By Siobhan Marks, communications & marketing director, Indian Community School, Franklin, Wis.

Practical guidance for school communicators seeking accuracy, respect and partnership when writing about Native communities.

Each November, school communication offices across the country work to recognize Native American Heritage Month. For some, this can be a challenge. The terminology feels uncertain, representation is complex and the desire to “get it right” can make every social media post or caption feel high-stakes.

That concern is valid and commendable. Good intentions matter. Thoughtful communication about Native people is possible and appreciated when it’s approached with care, accuracy and relationship.

At the Indian Community School, we serve Native students and their families from many tribal Nations. Our experience offers a perspective on how other schools can also communicate respectfully and effectively about Indigenous communities.

Acknowledge complexity, but don’t avoid it.

Language around Native identity can be complex, shaped by history, sovereignty and personal preference. Terms such as “Native American,” “American Indian,” “Indigenous,” “Indian,” and “First Nations” each carry distinct context — legal, cultural and regional. With 574 federally recognized Nations in the United States, no single term can accurately represent all. For all of those reasons, when possible, it’s best to name the specific Nation (for example, the Menominee Indian Tribe of Wisconsin or the Oneida Nation of Wisconsin). When referring more broadly, “Native people,”  “ Native community” or “Indigenous people” are generally respectful and widely understood.

In all communications, avoid using slang or so-called “sayings” that draw on stereotypes about Native people, such as “on the warpath” or “off the reservation,” among many others. These phrases are rooted in colonial narratives that distort or trivialize the Native community. Even in casual writing, these expressions can offend and perpetuate harm. For a list of examples and context, I encourage you to refer to the Radical Copyeditor’s guide.

Show the present, not just the past.

One of the most common mistakes is unintentionally portraying Native people as historical only (of the past) rather than contemporary (of today and the future). Native American Heritage Month is about our living languages and cultures, not just historical traditions. Use current photos and examples featuring Native students, educators, scientists, physicians, authors, poets, filmmakers, musicians, leaders, artists, lawyers, Senators, members of Congress, etc., to emphasize that Native people are a vibrant part of today’s communities and classrooms.
 

Watch the visuals.

Even professional communicators can slip into visual shorthand that reinforces stereotypes, such as dated clip art and images of feathers, tipis, dreamcatchers or pan-Indian motifs. When in doubt, leave them out. Seek images that reflect real people and authentic events, and if possible, work with Native photographers, artists and educators to ensure accuracy.
 

Prioritize relationships over research.

Research is essential, but relationships are too. If your school serves Native students or is located near a tribal Nation, it’s a good idea to reach out before you publish. Collaboration with Native staff, families or community partners ensures that communication is accurate and respectful.

At the same time, avoid putting Native students on the spot to explain or represent their culture. Too often, well-intentioned educators or communicators ask individual students to answer questions or “speak for all Native people,” something that no single person can or should be expected to do. A student may choose to share their perspective, but it should always be voluntary, supported and framed as one individual’s experience.

Partnership and consultation, rather than spontaneous questioning, builds trust, helps to prevent harm and results in communications that genuinely reflect Native voices and values.

Keep communicating year-round.

November shouldn’t be the only time Native people appear in your school’s communications. Integrating Native stories, achievements and perspectives throughout the school year reflects both inclusion and accuracy.
 

Stay humble and be open.

Even well-intentioned communicators will make mistakes. What matters most is a willingness to listen, learn and adjust. Cultural humility keeps communication authentic and respectful.

As educators and communicators, we see thoughtful, careful communication as a form of respect, one that honors students, families and the sovereign Nations they represent. For schools everywhere, that’s a goal worth striving for every month of the year.

About the Author

Siobhan Marks (lineal descendant of the Lac Courte Oreilles Band of Lake Superior Chippewa) serves as the communications director for the Indian Community School, a private, faith-based school with an intertribal student population of 360 in K4-8th grades, located in Franklin, Wisconsin. ICS provides a learning environment where the revitalization of Native languages and cultures is the heart of the school and central to teaching and learning. Our focus on the whole child (mind, body, spirit and emotions), guides our work with students, families, alumni and the community. We are located on a 178+ acre campus that includes plant medicines, a school garden, prairies, wetlands, ponds, forested areas, a Teaching Lodge, a Spirit Pole, lacrosse fields, and naturally landscaped grounds. It is a modern and unique building designed to honor American Indian cultures and values. As a community partner, ICS is dedicated to building relationships with families, strengthening the community and connecting with the natural environment. For more information, please visit our website at www.ics-edu.org.