Effects Of Residential Schools

Effects Of Residential Schools
Residential schools are still having long term and intergenerational effects on Indigenous people culturally, physically and emotionally/mentally. In the
19th century the Canadian government established a program to assimilate Indigenous people into the Canadian society and christianity. During this
dark time in Canada's history, many Indigenous children were forced to attend residential boarding schools where they suffered various forms of
abuse and neglect. Many children left these schools broken and no longer capable of living a normal life. Although these schools have all been closed
down, the trauma caused has been passed down through the generations and is still affecting Indigenous people today. In many cases Indigenous
people had no say in whether or not their children would attend residential schools. If the parents failed to send their children to school, they would be
at risk for imprisonment. Because these children were pulled from their families at such a crucial learning point of their life, they lost the opportunity to
learn of their culture, language and to grow their spirituality. In the residential school curriculum, children speaking their native tongue was forbidden,
even when writing letters home. Constantly forced to speak either french or english, and to never practice their culture, many children forgot their
language and cultural practices. The long term effects have been a severe decrease of aboriginal languages and Indigenous people who can
Get more content on HelpWriting.net

Essay On The Effects Of Residential Schools
THE AFFECTS OF RESIDENTIAL SCHOOLS: A LIST By: Sanchia Nawar–Residential schools were religious schools ran by the government and
churches which were made to assimilate Aboriginal children into European culture. –Residential schools messed up people's lives and their
communities, causing long–term problems among Aboriginal people. –In total, an estimated 150,000 children attended residential schools. –From the
1890s until the 1950s, the government tried to constantly make residential schools the churches problems. –The food was prepared badly and there
were little amounts of it. –Clothing was all basically the same ill–fitting, shabby and, in the case of winter clothing, not enough protection for the
season. –The school program, both academic and vocational, was deficient. –Children died in...show more content...
–Some students left with happy memories, but the general experience of residential school students was more negative. –These ideas were based on the
assumption that Aboriginal cultures and spiritual beliefs were inferior to European culture. –"to kill the Indian in the child." –European settlers in
Canada brought with them the assumption that their own civilization was the pinnacle of human achievement. –They interpreted the socio–cultural
differences between themselves and the Aboriginal peoples as proof that Canada's first inhabitants were ignorant, savage, and–like children–in need of
guidance. –In 1907, government medical inspector P.H. Bryce reported that 24 percent of previously healthy Aboriginal children across Canada were
dying in residential schools. –Bryce reported that anywhere from 47 percent (on the Peigan Reserve in Alberta) to 75 percent (from File Hills Boarding
School in Saskatchewan) of students discharged from residential schools died shortly after returning

Narrative Essay On Residential School
The first time I heard about residential school was in my grade 11 social studies class. I was shocked about the fact that residential school lasted
about 165 years and impacted thousands of First Nations, Metis and Inuit children. While studying at school seems to be a way of making friends and
enriching knowledge, for those children attending residential school, it was a disaster. They were forced to leave family, cut their hair and forbade to
speak their native language at school. The initial goal of residential school was to educate, assimilate and integrate Aboriginal children into Canadian
society, but in fact, children's human rights were being deprived, they were being physically, mentally and sexually abused and their aboriginalculture
...show more content...
The destination we were going is called Camp Qwanoes which is a camping place in Crofton, BC. Every student on the school bus seemed to be
excited about this trip. After the bus drove through the twisting roads in the mountain for an hour, we entered Crofton, a small coastal town with
population about 1,100 people. When we were passing through this small town, few students sat at the back of the school bus started to talk about First
Nations for fun because they heard there were many first nations organizations and facilities in Crofton, so they wanted to see the places First
Nations lived in and whether they dressed differently than us. While they were looking out of the window and tried to find First Nations, one of our
teacher came to the back of the bus and said "I am a First Nation. Do I look difference than you guys?" The bus became silence. The teacher
continued, "I don't mind talking about First Nations but there might be some students on this school bus is First Nation or their family members are
first nations and they didn't want to being judged as they are different. Everyone comes from different countries with diverse backgrounds, so they
have their own cultural and religion. You do not have the right to judge others as everyone is equal." There was not a sound in the bus because nobody
on the bus knew our teacher is actually First Nation until

Residential Schools Vs. Public Schools
Residential School's were introduced back in the 1870's, they were made to change the way native children spoke their languages and how they viewed
their cultures. The residential school system in Canada was operated by the government, where the native children were aggressively forced away from
their loved ones to participate in these schools (1000 Conversations). The government had a concept, where they can modernize the native children,
aged of three to eighteen and extinguish the aboriginal culture. In the twentieth century the Canadian Public School's had arrived and had improved
treatments than residential schools. In Contrast, the treatments within these schools were both different, whereas Canadian public school students had
more freedom than residential school students because children were taken away from their families. However, the treatment in these schools were
different and some what similar. Even though Residential schools and Canadian Public schools were similar in some form, there were numerous
amounts of differences in how the children were taught, how they were treated and how their living conditions were like throughout these schools.
Residential schools were the one of the worst decisions the Canadian government had made. As they planned this idea with the churches across
Canada, it became unforgettable for the native people. These schools changed the way native people lived in Canada. The children in these schools
were abused and neglected everyday

Residential Schools Argumentative Analysis
In 1907 government health inspector P.H. Bryce recorded that 24% of previously healthy indigenous children were dying in the residential schools. He
estimated that between 47% and 75% of students who were sent home when they were critically ill, died. The residential schools were created to "take
the Indian out of the child" and to ensure that Indian culture and traditions were not passed down to future generations, essentially trying to end their
way of life and assimilate them into a Euro–Canadian lifestyle. The government committed this appalling action by using the schools as a false
pretense of trying to help the aboriginals adapt, making it mandatory for indigenous children to attend residential schools and students were forbidden to
...show more content...
The lessons at the residential schools were solely taught in French or English and the only religion allowed to be practised was Christianity. Students
were strictly forbidden to speak their own languages, even though many knew know other. These rules were rigorously enforced and many former
students speak of severe punishments including beating whipping, being shackled to their beds and needles being pushed through their tongues if these
rules were broken. If the schools had truly been to help the aboriginals adapt, instead of trying to end their way of life, there would have been no need
to punish the children for speaking their native language. Because of these punishments, and never speaking their mother–tongues from the time of
arrival at the residential schools, many students lost the ability to speak their native language. A residential school survivor, Freda Simon, told her
story of going to a residential school only speaking her indigenous language, and realizing her sister(who came two years earlier) not able to speak
their language anymore. Being able to suppress the indigenous languages, culture and traditions which caused a major overall loss of the indigenous
way of life, disrupted the natural balance of the Indian communities. In aboriginal societies many cultural traditions and spiritual beliefs are taught by
the elders. But as a result of the

During the 19th century the Canadian government established residential schools under the claim that Aboriginal culture is hindering them from
becoming functional members of society. It was stated that the children will have a better chance of success once they have been Christianised and
assimilated into the mainstream Canadian culture. (CBC, 2014) In the film Education as We See It, some Aboriginals were interviewed about their own
experiences in residential schools. When examining the general topic of the film, conflict theory is the best paradigm that will assist in understanding
the social implications of residential schools. The film can also be illustrated by many sociological concepts such as agents of socialization, class...show
more content...
In this way the aboriginals were thought to be eliminated as a threat since they are no longer banded together through their beliefs, nor were they
competent enough to gain power and success on their own. Cultural assimilation is the process by which a person or a group's culture comes to
resemble those of another group. As the each participant throughout the film narrate their harsh experiences, it is evident that this process was brutally
enforced and implemented by the Canadian government. The system separates the children from their families at a young age, and forbade them to
practice their Aboriginal rituals or speak their own language, and were taught that these ways are primitive and uncivilized. (Hanson, n.d) This process
can be analyzed through the concept of socialization agents, which is defined by the people and institutions that influence ones attitude and behaviour.
Families are considered to be primary agents of socialization, since they are the earliest source of learning and emotional connections. They play a
critical role in forming individual behaviour and passing on culture from one generation to the next through language and rituals. (Tepperman, Albanese
& Curtis 2012. pg. 57) However since the children were separated from their families at an early age, they became alienated from their roots, and the
ties through which aboriginal culture can be passed

Residential Schools Essay
Residential schools were a school system implemented by the government to assimilate children of aboriginal descent. They were designed to replace
the children's culture, traditions, beliefs, and to "kill the Indian out of them". Schools of this manner have affected over 150 000 children. The first
residential schools were established in the 1880s, a few years after the Indian Act was implemented. The Indian Act contained many clauses that
allowed for residential schools to be built. Aboriginal children were taken from their families to study at these schools. They were not allowed to speak
their language, acknowledge their culture or beliefs, and removed their heritage. The schools were incompetent at educating the children, as the teaching
provided was inferior...show more content...
Boys had their hair cut short and all students were required to wear school uniforms. The two genders were always kept separate and siblings were
rarely allowed to interact with each other. Chief Bobby Joseph of the Indian Residential School Survivors Society recalls that he never got to know his
sister "beyond a mere wave at the dining hall". Education, which should be a school's main goal, was neglected at these schools. The schools were
extremely underfunded by the government and many practical skills were taught instead of academical skills. Girls were sought after to do domestic
tasks, and were taught to cook, clean, sew, and do laundry. Boys were taught carpentry, smithing, and farming. A large population of the schools only
attend for part of the time as the other time was spent doing unpaid work against their will. Girls were required to do housekeeping, and boys were
required to do general maintenance and agricultural tasks. The jobs were presented to the students as practical training, however the reason for these
jobs was to help run the underfunded

Furthermore, when the fundamental ideology behind residential schools is deeply analyzed, the core idea behind these schools can be partially
justified to a very limited extent, as the idea had made sense and may have even benefited the aboriginals, had it been executed differently, and not as
extreme and radical as the way it was. Humanity at the time was rapidly developing socially, economically, and technologically, along with mankind
entering a new millenium, as the majority of the residential schools were built in the late 1800's and early 1900's. Especially during this time, as
advancements and inventions were being made in all areas of civilization, residential schools in essence can be interpreted as a way to help aid the
aboriginals with the transition into this new era. This is because the inevitable truth...show more content...
As sad as it is to admit, many indigenous groups are slowly disappearing all around the world as humanity further develops, such as the Kazakh
tribes in Mongolia, the Mursi tribe in Ethiopia, and many more fading indigenous groups. Many people from these rural locations all around the
world are leaving their homes for a life in the city filled with technology, along with their traditions being forgotten as the new generation of youth
loses interest in these long time treasured traditions. The goal of residential schools was to speed up this process, creating a revolutionary change,
compared to a evolutionary change. In a few cases, they were able to successfully help aid residential school students with preparing them for the
rapidly developing world, with Tomson Highway being a notable example of a student who had a positive experience, "There are many very
successful people today that went to those schools and have brilliant careers and are very functional people, very happy people like

Imperialism In Residential Schools
While attempts have been made to legitimize the ideology surrounding the policy of residential schools, the majority of scholars – and Canadians when
they are aware of what occurred in residential schools – see it today as an act of cultural genocide . In order to fully comprehend why residential
schools were created, you need take into account the mindset of the Canadian government during the late 19th and early 20th centuries. This mindset
was succinctly stated by Canada's first Prime Minister Sir John A. MacDonald in 1880:
It is hoped that a system may be adopted which will have the effect of accustoming the
Indians to the modes of government prevalent in the white communities surrounding them, and that it will thus tend to prepare them...show more
content...
In this paper, I will examine the issue of Indian residential schools and, ultimately, will argue that while it may have been the custom to impose
colonialist and imperialist ideals in the late 1800s and early 1900s, in today's society we view what occurred as nothing less than inhumane, an act
which must be remembered as a dark shadow that for decades – and still today – clouds relations between aboriginals and the Canadian government. To
understand the complexity of this matter I will discuss why this policy was implemented; I will look at the goals and the methods used to achieve
these outcomes; I will discuss indigenous response to this amendment of the Indian Act; and finally, I will look at the effects this action had on
indigenous peoples and their relationship with the country. It is important to know that while my opinion is clear in that I see the creation and
implementation of Indian residential schools as an evil action with no redeeming qualities, there are others – as recently as Conservative Senator Lynn
Beyak on March 7, 2017, who spoke out in favour of those who worked at the schools – who do not agree with my point of view . These polarized
viewpoints, often times skewed by emotions and poorly informed opinions, add to the complexity of the matter, particularly in moving forward and
achieving reconciliation with indigenous

Residential Schools and the Lasting Impacts of Colonialism For many people Canada is regarded as one of the most peaceful and racially sensitive
nations on the Earth and would never relate to a term such as "cultural genocide". But, unfortunately Canada has a much darker past then what people
believe of it, stemming from colonial violence that still has lasting impacts today. Like many nations England colonialized the native people were
severely affected and many died due to the forceful takeover of land from the colonialists. One specific impact that still affects First nations in Canada
today was the cultural genocide that took place in residential schools. By examining Doug Saunders article Residential Schools, Reserves, and
Canada`s Crime Against Humanity I hope to outline the societal and cultural impacts that the residential schools had on the First Nations people and
what the Canadian government is doing to rectify the wrongs they committed in the past while working towards a more progressive and co–operative
future. Saunders main argument in the article can be summarized as addressing residential schools as a genocidal act comparable to others such as the
genocide of the Armenian people at the hands of the Ottoman`s, and Canadians accepting this fact no matter how shameful it may be. Saunders first
does this by supply some information on the scale of residential schools. Starting in the 1870`s up until recently in 1996 approximately 150,000 First
Nations children

The Importance Of Residential Schools
As a grade six teacher, I would use significance and continuity and change as my social studies learning concepts to teach about Residential Schools.
My specific expectation would be A3.4 "describe significant events or developments in the history of two or more communities in Canada and how
these events affected the communities' development and/ or identity" (Ontario Ministry of Education, 2013, p.122). I can also connect the topic of
Residential Schools to other social studies concepts such as perspective and cause and consequence. There will be students who will not want to learn
certain knowledge and may resist to learn about Residential Schools and Aboriginal Peoples. However, as a future educator I believe it is important to
motivate...show more content...
"In 1996, the Aboriginal Rights and Coalition worked with Indigenous elders and teachers to develop an interactive way of learning the history most
Canadians are never taught" (Kairos, 2016). The blanket exercise can be changed to the level of maturity and age of the students. However, the goal is
to build an understanding about history of Indigenous and non– Indigenous peoples in Canada, by walking through pre–contact, treaty making,
colonization and resistance. All students are included in this activity and step onto the blankets, which represents the land. There is a facilitator, which
is the narrator and the European colonizer. Students are drawn into the experience by reading the scrolls and carry cards with them, which determines
their outcome. This activity is a great way to debunk any misconceptions that students may have had about Indigenous history. This activity can
certainly get emotional, therefore a class discussion or debrief is required. I would use a cross curricular approach by using the language curriculum to
teach about Residential schools. Ontario Ministry of Education (2013) suggests that social studies lessons can be used for critical literacy. Students
learn to critique messages, determine the audience, the missing voices and the authors intention. Lintner (2010) talks about a very important concept
critical geographic awareness whereby it asks students to be active readers,

Argumentative Essay On Residential Schools
Residential Schools
"Where are they taking me, mom?! Help!" These were the screams of an Aboriginal child when he was dragged to a car that drove him away from
his family. Aboriginal kids were forcefully abducted and placed at poorly built and equipped residential schools. Residential schools are a network
of boarding schools for Indigenous peoples. Like a disease, these schools spread so fast on Canadian land. They were every Indigenous child's
nightmare. Kids who attended were traumatized due to the mental, physical, and sexual abuse they suffered. Canadians felt superior to Aboriginals
which lead them to use their power excessively to civilize these communities. This issue is considered to be one of the darkest chapters in Canadian
history. It has a significant impact on Aboriginal communities. Indians suffered a loss of culture and identity. This issue violates various human rights
such as; Freedom of language, freedom of culture and religion, freedom of choice, and the freedom of safety and health. The two groups in this
controversy are the aggressors; Canadian government, and it's churches, and the victims; the aboriginals. The question is, is the Canadian government
doing enough to make it up to those who suffered the ill effects of residential schools?
In 1876, residential schools became an obligation to every Indian kid. They were forced to say their last goodbyes to their families. Over 150 000
students were forced to attend these poorly built and equipped

Residential Schools Research Paper
There has been lots of controversy about the Indian Residential Schools in Canada and its long term consequences. The Indian Residential Schools long
lasting negative effects on the Canadian Identity and Indigenous peoples are still present today. This essay will outline the legal issues, mortality rates
and poor conditions. Lasty the lasting effects from the Residential Schools present today in both the survivors, and the new generations. The conflicts
between Canada's Residential Schools and the Canadian Identity is a very problematic issue that Canadians of both Aboriginal descent and mainstream
Canadians are trying to amend.
There are many legal concerns regarding the Indian Residential Schools. Firstly, foundations of the pre–confederation...show more content...
For many survivors of residential schools, alcohol has become a solution to escape their past. However, over 50% of Indigenous peoples are alcoholics.
This poses a threat in their health (mentally and physically) as well as their influences on their children. Valuable parenting skills and transmission of
language and culture have been lost from removing the First Nations, Inuit, and MГ©tis children from their parents, for extended periods of time.
Many Aboriginal people now do not speak their traditional language currently, and lost their cultures. Parents who experienced abusive behaviours
from residential schools now pass their abuse and trauma to their children. There are high levels of self–abuse, caused by the sense of worthlessness
that teachers taught students at residential schools. This impacts Aboriginal communities greatly, even after so many years. First Nations women
attempt suicide eight more times than other Canadian women, and First Nations men attempt suicide five more times than other Canadian men. All of
these long–term impacts are still present today, caused by Indian Residential

Residential Schools in Canada Essay
Sociology
Dr.C.Barry McClinchey
Residential Schools in Canada Before the nineteenth century, the Aboriginal people had their own way of teaching the children in their community,
through organic education. In addition to providing knowledge and skills, organic education kept their culture alive (Ravelli & Webber, 2013: pg.
237). This is because the Aboriginal children would also be taught about their culture and its customs. But the Europeans thought, "Canada's First
Nation peoples were in the way of the relentless onrush of capitalist and industrial expansion (Ravelli & Webber, 2013: pg. 238)." This is when
the residential education system was established. Since the organic education was what made the Aboriginal culture...show more content...
238). These children were harshly abused by the nuns in these schools and were terrified of being there. There were many sociological concepts
applied in the film, Education As We See It. Language is an important part to culture. Language extinction is a concept presented in the film. When a
language is lost, then its culture will start losing its organization. Killing the language of the Aboriginals will lead end their culture, which is what the
Europeans wanted. By forcing the Aboriginal children to speak English, the language they spoke with their parents will be lost (Ravelli &
Webber, 2013: pg. 131). An Aboriginal that went to a residentialschool described how they weren't allowed to speak a word of their language at all
and they were restricted from seeing their parents on a regular basis (Bob, Geraldine & Marcuse, 1993). The nuns greatly enforced that these
children not speak their language, so that they could completely forget about it.
Looking–glass self was a concept that was applied. Looking glass self is how people describe who they are by how others describe them. According
to C.H. Cooley, have to envision themselves through social interactions because the mind does not create the "self" (Ravelli & Webber, 2013: pg.
153). An Aboriginal said that when she was younger and first went to the school, the teacher checked attendance and when she said her name, she
answered "here" in her language and the nun gave

Residential Schools
Case Study: Residential Schools
Examining the residential school system in Canada between the 1870s and 1996 exposes numerous human rights and civil liberties violations of
individuals by the government. This case study involves both de jure discrimination and de facto discrimination experienced by Aboriginals based on
their culture. The Canadian Charter of Rights and Freedoms specifically protects Aboriginal rights under section 25 and section 15 declares that,
"Every individual is equal before and under the law" (Sharpe & Roach, 2009, p. 307). Human rights and civil liberties of Aboriginal children and
parents were ignored and violated by residential schools which were fuelled by government policy, agendas of church organizations, and a...show more
content...
257). The programs were put in place as a method of imposing norms on a younger generation that had been deemed fit for transformation (Ibid). This
policy resulted in a vulnerable group being removed from their homes and placed into an environment plagued with physical, sexual, emotional, and
spiritual abuse. Isolation from all aspects of one's culture was degrading, isolating, and discouraging.
The implementation of residential schools can be considered an action taken with societies best interests in mind. The policy initially appeared to
be free from de jure discrimination since the purpose was to empower the aboriginal population and give them the tools they needed to succeed in a
modern society. The abuse suffered by the students did not appear to be an intentional result of the assimilation policy adopted by the government.
Policy makers had a desire to create a generation of aboriginals accustomed to the ways of civilized life (Llewellyn, 2002, p. 257). Unfortunately the
policy had flaws and experiences in residential schools have resulted in numerous accounts of injuries sustained and psychological damage (Akhtar,
2010, p. 263). The fact that discrimination actively occurred to this group of people is an example of de facto discrimination.
Church Organizations The Catholic Church and United Church of Canada are responsible for discriminating aboriginal peoples

Residential schools were an education system set up by the Canadian government and administered by churches with the objective to assimilate
aboriginal youth into mainstream Canadian society. For over a century, the school system forcibly separated approximately 150,000 children from their
families and forbid them to acknowledge their Aboriginal heritage, culture or to speak their native languages. , If these regulations were not followed,
the children suffered physical, emotional and sexual abuse. These harsh methods of assimilation eliminated Aboriginal government and caused
Aboriginal peoples to cease to exist as social, cultural, and racial entities in Canada.
Today, Aboriginal peoples continue to experience the residual affects left by...show more content...
This section will outline the way Canada has failed to promote reparation, responsibility and reframing towards the communities of Aboriginal peoples
on their path to transnational justice. Whilst reparation and responsibility can be argued to have been adequately dealt with through Stephen Harper's
apology address to the Aboriginal peoples and a compensation package of $2 billion dollars, I will argue that these actions have not been

Residential School Research Paper
Residential schools are coming into perspective as harsh and assimilating institutions. These schools have been in place from 1870s to 1990s and were
operated by churches. The intent of these schools were to civilize and assimilate indigenous children at the age of 6–18 into the "European" world. The
assumption that Indians were uncivilized came from an ethnocentric worldview and the institutions were as to say "to kill the indian in the child".
Attendance at these schools was mandatory according to the Indian Act of 1920. Often "Indian agents" kidnaped children from their homes if their
parents did not willingly hand them over. The children were not permitted to see their families, except on rare occasions. Sometimes the children were
told that their parents and tribe had perished in order to break attachments. The schools started off as a way to provide education to First Nations,
however, the institutions became known for their harsh methods of instilling...show more content...
Many survivors of these school speak out today with hopes of preventing this kind of torture in the future. The government did eventually realize
what they have been doing is wrong but it was too late. The damage has been done. The graduates from the schools did not have any life and did not
know how to act in society. They turned to alcoholism, suicide and abuse to their own family as that was the only behaviour they knew. It's an
ongoing cycle of pain. The last school officially ended in 1996 and after that Stephen Harper officially apologized for everything in 2001. Survivors are
offered reconciliation session and given many rights to compensate for the impacts of the institutions. Hopefully this will be a new beginning for the
relationships between Aboriginals and the government. Though the past cannot be erased, it can be

Imposition Of Residential Schools Essay
Residential schools were a normal aspect of Aboriginal people's lives in the 19th and 20th century. The purpose of a residential school was to convert
Aboriginal children to Christianity and to assimilate them into Western culture. They were operated through the Canadian government and the church.
Aboriginal children were forcibly taken from their parents and put into a school, full–time. They were mistreated which led to problems that still afflict
the Aboriginal population of Canada today. Many Aboriginal people want the Canadian government to recognize the inhumane and heinous acts that
have been done and want compensation. The imposition of residential schools has greatly impacted the Aboriginal population which resulted in many
repercussions...show more content...
The mistreatment of Aboriginal children at residential schools caused detrimental impacts on their identity and even led to death. Furthermore, this has
led to many repercussions that negatively affect their communities and made them more prone to criminal acts. There have also been rising tensions
between the Aboriginal population and the Canadian government due to the protests for compensation. The imposition of residential schools has
negatively impacted the lives of the Aboriginal population and the government must take action for the betterment of their

Essay On Residential School
During the time residential schools existed, the Aboriginal population of Canada was forced to endure appalling treatment. Residential school is
regarded as a thing of the past by high school history books, but is that really true when the oppression and abuse that occurred in residential schools
has had a long–term effect on Aboriginal peoples? Intergenerational effects of residential schools include post–traumatic stress disorder, high rates of
addiction, abuse and violence, probable deadly illnesses, and elevated statistics of suicide in Aboriginal communities. A substantial number of authors,
historians, and researchers attest to the fact that residential schools have influenced a number of generations of the Aboriginal people of Canada....show
more content...
Through callous developmentalism, European colonists brought about multiple forms of violence which had not existed previously in Aboriginal
communities. In post–genocidal settings, talk of trauma is ubiquitous. (Citation 2 Genocide). Post–traumatic stress disorder (PTSD) is present in nearly
all residential school survivors; the number of First Nations people who suffer from PTSD is far higher than the widely publicized PTSD rates in the
Canadian military. The Journal of Aboriginal Health published research in 2009 which showed a study on British Columbia residential school
survivors with 64% of survivors having PTSD. Many believe these rates are far higher in some First Nation communities. A high contrast is seen
through studies that compare the Canadian military PTSD rates with PTSD rates in Aboriginal communities. While between 2% and 10% of
Canadian soldiers suffer from this disorder, it is believed that up to 90% of Aboriginal people are afflicted with PTSD (Citation 3 Vancouver Sun).
Aboriginal people who experience PTSD experience it because of the horrible way in which they were treated. The Nuu–chah–nulth Tribal Council has
done a vast study based on the effects that residential schools have on their people. From a total of 96 people surveyed, the council found that 30% to
83% of people indicate that they were victims of abuse, and over half specified that they maintain some

Effects Of Residential Schools

Recommended

Recommended

More Related Content

Recently uploaded

Recently uploaded (20)

Featured

Featured (20)

Effects Of Residential Schools