Akram Osman

High school principal | Somali American educational leader | Driver of student belonging

Akram Osman leads with a commitment to educational equity, shaped by his journey from Somali refugee to high school principal. After arriving in Mankato, MN as a fifth grader, Akram navigated the challenges of learning English and adjusting to a new culture while confronting the harmful stereotypes often aimed at refugee students. His personal experiences fueled a lifelong passion for transforming schools into places where every student feels seen, valued and equipped to succeed. 

Now the principal of Mankato East High School, Akram has held a variety of roles—from cultural liaison to special education teacher to school administrator—each one deepening his resolve to create more inclusive educational systems. He is widely recognized for his ability to build trust and connections across diverse communities, inspiring others and bringing people together around shared goals. His presence and authenticity have made him a role model for emerging leaders and a powerful advocate for student-centered systems change.

As one of the first Somali American principals in Minnesota, he aims to dismantle systemic barriers in education, increase representation in school leadership and spark courageous conversations that lead to measurable change. With the Bush Fellowship, Akram will pursue executive leadership training, mentorship and policy study to amplify his impact as a statewide and national advocate for educational equity.

What has informed your approach to leading change in your community?

My journey began as a young Somali American refugee who came to America in 2001. I started school with limited English and leaned on my one Somali-speaking friend to get by. I faced misconceptions and stereotypes about refugees throughout my education, but those challenges made me more determined to stand up and lead with purpose.

How have others helped you see your potential and grow into your leadership?

I’ve been extremely blessed to have met leaders who saw my gifts and talents way before I saw them in myself. During my senior year of high school, my principal encouraged me to become a teacher and planted the seed for what became my life’s work. At 19, I started working as a cultural liaison, building trust with immigrant and refugee families. Those early experiences reminded me of my own struggles and motivated me to lead schools in a way that embraces the humanity and diverse lived experiences of scholars.