School leaders, educators, and community members are keenly aware that New Mexico has consistently ranked last in the nation in education, childhood poverty rate, and access to appropriate individualized educational support for children (Bobroff, 2019; Martinez, 2021; Rodriguez, 2019; Sanchez & Martinez, 2019). Now is the time to address the systemic barriers that hinder progress, enlist strategies that empower children, and include all stakeholders in the effort to offer students a voice and active role in their own education. The conceptual framework that was utilized in this phenomenological study was the self-determination theory, which explains basic psychological needs. The needs for autonomy, connectedness, and competence have a direct impact on motivation and student desire to succeed in school. Through purposeful and intentional relationship-building, proactive professional development, and individualized learning opportunities, administrators and teachers can foster hope for the future of public education in New Mexico. The study included 12 open-ended interview questions. The participants included 11 public-school administrators with at least one year of experience in their roles, located in rural southeastern New Mexico, who identified themselves as actively seeking to uplift student voice within their schools. The interview videos and transcripts were reviewed, and data was organized into overarching themes that capture the key meanings and implications for educational change. Themes included intrinsic motivation, intentional planning, collaborative communication, effective and explicit training, and embracing change. The results, findings, and conclusions may contribute to positive social changes toward a more just educational system for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]