In schools, Indigenous students are more likely to receive exclusionary discipline and special education services related to emotional disturbance while the Indigenous concepts of disability and historical trauma often go unnoticed. This article provides an overview of the culturally responsive considerations practitioners should be cognizant of when working with Indigenous youth. A conceptual framework and tangible strategies are provided to guide practitioners in navigating these concerns. The tangible strategies provided fall into three major categories: advocacy, policy, and bibliotherapy. With these strategies in mind, practitioners can begin to shift the culture and remediate the harm committed against Indigenous peoples, ensuring Indigenous students are well and offered equitable opportunities to blossom.