Trauma Informed Approach
It is important for each of our content providers to have an awareness and understanding of
colonization, its harmful impacts, and intergenerational trauma as a direct result of the legacy of
the Residential School System. If you are interested in learning more, please see the Truth and
Reconciliation Commission Report and related resources and reports at www.nctr.ca.
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In reflecting on the context of Indigenous students in remote Northern communities who are living
with intergenerational trauma as a result of the legacy of the residential school system, there is a
heightened need to focus on social and emotional wellbeing. "Canadaʼs policy of residential
schools had a major influence on the mental health and wellness of First Nations. Both the
intergenerational impact and the legacy of the residential schools are prominently in the North
(TRC, 2015)".
● Internalized racism is the source of immense pain and shame experienced by children.
● Cycles of abuse, additions and lateral violence stem from a long history of Indigenous
peoples being divided, separated, isolated and abused
● Attempts for school systems today to integrate Indigenous languages and cultures are
challenging as traditional knowledge keepers and elders who are survivors of the
residential school system may not feel safe or comfortable within the setting of the school
environment.
● Recognizing that 70% of mental illnesses manifest during childhood or adolescence,
Indigenous children and youth are far more vulnerable if they lack a strong sense of
identity, belonging and/or access to support systems that allow them to have healthy,
trusting relationships.
● Curriculum, textbooks and education system expectations are generally geared towards
more urban environments and lack respectful representation or understanding of
Indigenous world views. This makes it even more difficult for Indigenous learners to be
able to meaningfully participate in the classroom and grasp concepts in a way that is
relevant to their daily lives.
● Given the extensive barriers faced by Indigenous students and limited supports, there is a
low percentage of graduates. As a result, most of the teachers in classrooms based in
small, remote Indigenous communities are recruited from elsewhere and this widens the
gap of understanding and trust between teachers and students.
As referenced by Robert Ross in the book Indigenous Healing: Exploring Traditional Paths, "Children
exposed to complex trauma oen experience lifelong problems that place them at risk for
additional trauma exposure and other difficulties, such as psychiatric and addictive disorders,
chronic medical illness, and legal, vocational, and family problems. "
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An excerpt from a paper titled ʻDisrupted Attachment: A Social Context Trauma Framework and
the Lives of Aboriginal Peoples in Canada published in the Journal of Aboriginal Health
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https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Executive_Summary_English_
Web.pdf
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