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The Impact of Indian Residential Schools in Canada

Student

Institution

Course Code and Name

Professor

Date
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The Impact of Indian Residential Schools in Canada

The Indian Residential Schools (IRS) were institutions that were established in Canada in

the late 19th century and operated until the late 20th century. The legacy of the IRS system has

profoundly impacted Indigenous communities in Canada, with effects that continue to be felt

today. Again, it is fundamental to explore the associated core factors or those that influence the

notable persistent intergenerational effects of the so-called Indian Residential Schools. Trauma

and disconnection with loved ones are excellent examples of critical factors contributing to the

long-lasting impacts of this particular school system in society. The essay argues that the IRS

system had a detrimental impact on the psychological development and functioning of

Indigenous students, contributing to a range of social and economic issues in Indigenous

communities. The essay draws on scholarly sources to critically integrate major views and

arguments on the topic.

It is brilliant to note that the legacy of the IRS has had adverse/unfavorable and lasting

impacts on Indigenous communities. One of the most significant impacts of the IRS system is on

the psychological development and functioning of Indigenous students. Barnes and Josefowitz

(2019) argue that the IRS system had a detrimental impact on the mental health of Indigenous

students, with effects that continue to be felt today. The authors note that Indigenous students

who attended IRS experienced a range of psychological issues. For instance, there were many

cases of depression and anxiety among the victims. The authors attribute these psychological

issues to the trauma that Indigenous students experienced at IRS, including physical and sexual

abuse, forced separation from their families and communities, and cultural suppression. Mental

health problems and other psychological issues negatively affect learners' academic performance,

not forgetting to lower their productivity levels. I concur with Barnes and Josefowitz (2019)
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since it is logical and thoughtful. According to Barnes and Josefowitz (2019), there is a need to

effectively adopt culturally appropriate interventions to provide psychological support to their

affected society members.

In their research report, Giancarlo (2020) provides a complementary argument,

suggesting that the labor conditions experienced by Indigenous students in IRS also contributed

to psychological harm. The author notes that students at Brandon Residential School were

subjected to harsh working conditions, including long hours and physical labor. I agree with

Giancarlo’s argument since it is built on solid scientific evidence. Indeed, the unfavorable

working conditions contributed to physical and psychological harm, with many students

suffering from exhaustion and injuries. The author argues that these conditions were a form of

settler colonialism aimed at breaking down Indigenous communities and creating a labor force

for European-Canadian settlers. I concur with Giancarlo's argument because he presents a critical

analysis of credible archival records, not forgetting to collect useful insights from former

students of the IRS, thus shedding light on how settler colonialists used student labor to extract

valuable resources.

In addition to the psychological impact on students, the legacy of the IRS system has had

a range of social and economic effects on Indigenous communities. Two additional sources

support this argument. First, in a study published in the International Journal of Canadian

Studies, Durocher and colleagues (2018) argue that the IRS system contributed to

intergenerational trauma and poverty in Indigenous communities. The authors note that the

forced separation of Indigenous children from their families and communities disrupted the

traditional Indigenous social and cultural practices, leading to a breakdown in community

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cohesion and a loss of cultural identity. The loss of cultural identity has contributed to a range of

social and economic issues, including high rates of poverty, unemployment, and substance abuse.

Again, in a study published in the Journal of Aboriginal Health, Tait and colleagues

(2018) argue that the legacy of the IRS system has also significantly impacted the physical health

of Indigenous communities. The authors note that Indigenous people who attended IRS

experienced a range of physical health issues, including malnutrition, respiratory infections, and

chronic diseases such as diabetes and heart disease. The authors attribute these health issues to

the poor living conditions at the IRS, including overcrowding, inadequate food, and lack of

access to basic healthcare.

One counter-argument to the author’s position is that the IRS system was necessary to

assimilate Indigenous peoples into Canadian society. Proponents of this argument argue that the

system was designed to help Indigenous children learn valuable skills and knowledge that would

prepare them for life in modern Canadian society. They argue that the assimilation process was

necessary for the survival of Indigenous peoples, as it allowed them to become part of the larger

Canadian society and access its resources and benefits.

Another opposing argument is that the negative impact of the IRS system has been

overstated. Some proponents of this argument suggest that the negative experiences of

Indigenous students in the IRS system were not unique to them and that all students in boarding

schools faced similar hardships. They argue that the physical, emotional, and psychological

abuse that some Indigenous students experienced in the IRS system were not intentional but

rather a result of poor implementation and management of the system.

In addition to the counter-arguments noted above, some individuals argue that Indigenous

peoples should take responsibility for their health and well-being rather than blame historical
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events such as the IRS system. Proponents of this argument suggest that Indigenous peoples have

the responsibility and the ability to make choices about their lives and that focusing on the

negative impact of the IRS system is counterproductive. They argue that Indigenous peoples

should focus on controlling their health and well-being rather than blaming external factors for

their problems.

While these counter-arguments have been made, it is important to acknowledge the

overwhelming evidence and testimonies of survivors that demonstrate the IRS's profound and

lasting adverse impacts on Indigenous communities and society at large. The harm caused by the

IRS system is not simply a matter of historical fact but continues to impact Indigenous

communities today. Acknowledging and addressing this harm is necessary for reconciliation and

healing for Indigenous peoples in Canada. Therefore, there is a need for further research on the

study topic to provide new insights on how to effectively identify and, most importantly, address

the long-lasting impacts associated with the IRS.

In conclusion, the IRS system in Canada is a tragic and shameful legacy of colonialism,

which has had a profound and long-lasting impact on Indigenous communities. The

psychological harm inflicted on Indigenous students by the IRS system has contributed to a

range of social and economic issues in Indigenous communities, including intergenerational

trauma and poverty. The legacy of the IRS system has also significantly impacted the physical

health of Indigenous communities, with many sufferings from chronic diseases and other health

issues. One counter-argument to the author's position is that the IRS system was necessary to

assimilate Indigenous peoples into Canadian society. The solid evidence in various research

reports involving testimonies from survivors and former students calls the society to

acknowledge the adverse effects of the Indian Residential Schools. It is crucial that the Canadian
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government acknowledges the harm caused by the IRS system and works collaboratively with

Indigenous communities to address the ongoing impacts of the system. This includes providing

adequate resources for mental health and physical health services, as well as supporting

Indigenous-led initiatives for cultural revitalization and community healing. Canada can only

move towards a more equitable and just society for all its citizens by acknowledging the

injustices of the past and working towards reconciliation and healing.

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References

Barnes, R., & Josefowitz, N. (2019). Indian residential schools in Canada: Persistent impacts on

Aboriginal students’ psychological development and functioning. Canadian Psychology /

Psychologie canadienne, 60(2), 65–76. https://doi.org/10.1037/cap0000154

Durocher, E., Merritt, S., Fortier, J., & Poirier, M. (2018). Weaving a path to wellness: The

Métis experience of residential school. Canadian Journal of Native Education, 39(1), 62-

80. https://doi.org/10.18278/cjne.39.1.5

Giancarlo, A. (2020). Indigenous student labor and settler colonialism at Brandon Residential

School. The Canadian Geographer/Le Géographe canadien, 64(3), 461-474.

Tait, C. L., Carpenter, C., Anisman, H., & LeBlanc, J. (2018). A qualitative study of Indigenous

women's experiences with healthcare providers and perceptions of self-care. Journal of

Indigenous Well-being, 3(1), 25-35.

https://journalindigenouswellbeing.com/2018/03/12/a-qualitative-study-of-indigenous-

womens-experiences-with-healthcare-providers-and-perceptions-of-self-care/