• Many children were hurt physically, sexually, emotionally, and spiritually at these schools.

• The schools did not have enough money, so children did not get enough food or good living conditions, making them sick or die.

Operation Period: 1880s through late 20th century.

Conditions and Treatment Strategies

·       Children have been taken from their homes and villages against their will.

·       Students were punished severely if they spoke their Indigenous languages or engaged in their customs.

·       Many young children suffered psychological, emotional, physical, and sexual abuse.

·       Bad Education: Instead of giving good academic education, manual labour and housework took the front stage.

Government Intervention:

·       1880s: the Canadian government started supporting these establishments.

·       1920. Indigenous children's attendance at residential schools became required.

·       Living Standards
Students wore uniforms, received numbers, and had strictly regulated daily routines.

·       High fatality rates resulted from inadequate food and healthcare as well as from overcrowding and poor sanitation.

·       Disturbance of Families and Culture

·        damage the residential schools suffered still impacts Indigenous people now.

·       Acknowledgements: Churches and the government started to see their part in the damage done in the 1990s.

·       Apology Formal: The Canadian government formally apologized for the effect of the residential school system on June 11, 2008.

• We should be trust worthy  because their previous experiences can be triggered by mistrust.

• When participating in events or meetings, acknowledge the traditional territory of the indigenous people on whose land you are in or situated.

• Acknowledge their past, hardship and the trauma they have endured and validate their experiences

• We should be mindful of how our actions and words might impact indigenous people

• Respect their culture and tradition and support their reconciliation

children who were sent to residential schools experienced trauma because teachers here think their culture is low-class. And those children also feel unsafe when they leave their families.

unfair policy

they face unfair poverty, such as not getting fair accommodation and education; they even face violence and bias if they are LGBT+ people.

force to abortion

even there are some policies to force mothers not to have children, so there are fewer indigenous families.

- Overcrowded housing

- Poor nutrition

- Limited healthcare access

- Impacts of colonialism and systemic discrimination

- Key solutions to reduce TB rates include:

- Improving living conditions

- Addressing food insecurity

- Enhancing healthcare access

- Additional crucial actions:

- Healing efforts

- Targeted public health interventions

- Collaboration with Inuit communities for effective and culturally relevant solutions

1. children were forbidden from speaking their native languages or practising their cultural traditions.

2. many children faced physical, emotional, and sexual abuse from staff.

3. the living conditions were often poor with inadequate food and medical care.

4. children were separated from their families for long periods leading to lasting emotional trauma and weakened family bonds.

5. the education provided was often substandard focusing more on manual labour than academic learning.

6. these experiences caused severe and lasting harm to the children and their communities.

In 1951, the half-day work/school system was abandoned and was transitioned to a child welfare system, also named Sixties Scoop.

1970: 56 residential schools remained.

1980: Reduced to 16 schools.

1996: The last residential school closed.

Now, still have bad impact on those children.

Government should take urgent action in the area of policy.

Those need holistic approaches in addition to government resources and policy change is crucial.

resources

Books & Articles

Websites

• Indian Residential School History and Dialogue Centre

• Indian Residential Schools

• Stolen Children | Residential School Survivors Speak Out

• Where Are The Children

  
  

A collapse in family structures and community cohesion resulted from the collapse of traditional knowledge and parenting techniques caused by the experience of residential schools.

Residential school survivors often experience emotions of guilt, rage, and grief, which affects their capacity to care for others and lead communities.

A collapse in family structures and community cohesion resulted from the collapse of traditional knowledge and parenting techniques caused by the experience of residential schools.

Residential school survivors often experience emotions of guilt, rage, and grief, which affects their capacity to care for others and lead communities.

A collapse in family structures and community cohesion resulted from the collapse of traditional knowledge and parenting techniques caused by the experience of residential schools.

Residential school survivors often experience emotions of guilt, rage, and grief, which affects their capacity to care for others and lead communities.

1. Post-Traumatic Stress Disorder (PTSD): A significant number of survivors suffer from PTSD, stemming from the severe trauma experienced in the schools, including physical, emotional, and sexual abuse.

2. Substance Abuse Disorders: Many survivors turn to alcohol and drugs as coping mechanisms for the trauma they endured. There is a marked increase in alcohol consumption among survivors post-residential school.

3. Depression: Major depression is prevalent among survivors, contributing to a range of emotional and psychological difficulties.

4. Anxiety and Fear: Persistent feelings of fear and anxiety are common, often linked to the abusive and oppressive environment of the residential schools.

5. Social and Emotional Isolation: Many survivors struggle with forming and maintaining healthy relationships due to the breakdown of family structures and trust issues instilled during their time at the schools.

6. Criminal Behavior: A notable portion of survivors have criminal histories, often related to assault and sexual assault, with many incidents involving intimate partners or family members.

7. Employment and Education Challenges: Survivors frequently face difficulties in achieving educational and employment milestones. Many did not continue their education beyond the residential schools, and their employment history is often characterized by low-skill jobs.

8. Residential School Syndrome: Although unofficial, this term describes a subtype of PTSD specific to the experiences of residential school survivors, characterized by intense feelings of fear and anger, and a tendency to abuse substances.

9. Family and Community Impact: The trauma experienced by survivors often affects their families and communities, contributing to a cycle of abuse, addiction, and mental health issues.