Abstract
The study explores the complex relationship between school culture and the formation of national dignity among high school students in Kazakhstan. National dignity is conceptualized as a multidimensional psychosocial construct closely linked to ethnic identity, self-esteem, and civic responsibility. Drawing upon theories of corporate culture (Schein, 2010), school culture (Deal & Peterson, 1999), and the hidden curriculum (Jackson, 1968; Apple, 2004; Giroux, 2011), the research emphasizes that values are not transmitted solely through formal programs but are embedded in everyday practices, interactions, and implicit norms within schools. A mixed-methods approach was employed, encompassing surveys of 287 students (grades 10–11), interviews with 32 teachers and 5 school leaders, document analysis, and natural observation across three urban and two rural schools. The student survey, based on the Likert scale (Cronbach Alpha = 0.84), measured perceptions of justice, trust, respect, recognition of student voice, and the national dignity index. Results revealed that schools characterized by fairness, participatory governance, respect, and meaningful use of national symbols demonstrated significantly higher levels of student dignity. Justice emerged as a decisive factor, with dignity scores 1.8 times higher in schools where fairness was consistently upheld.