Supporting Indigenous youth, their parents, and communities continues to challenge school districts and the school psychologists who serve them. In this article, the authors suggest that understanding Indigenous sovereignty and identity will contribute to enhancing that interface, and to advocating on behalf of those students and their communities. Although multiple factors must be considered in the support of Indigenous youth, sovereignty is perhaps the one least well understood by educators. Sovereignty is complex in meaning, and culturally centered. Because it is likely not a familiar concept to most school psychologists, the authors have chosen to expand on its roots, definitions, and implications in ways they hope will hold meaning for the field of practice.