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Canadian Journal of School Psychology
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Residential Schools

Impact on Aboriginal Students’ Academic and Cognitive Development

Rosemary Barnes

Nina Josefowitz

Ester Cole

Government commissions have demonstrated that residential schools’ ability to educate aboriginal students was compromised by widespread problems including (a) inadequate curriculum, staffing, instruction time, and parental involvement; (b) racism; (c) prohibition against the use of aboriginal language; and (d) maltreatment. This article uses psychological research and theory to explain how such problems exposed aboriginal children and adolescents to increased risk of poor academic performance, reduced capacity to continue education after leaving the residential school, limited employment prospects, and reduced income as adults.

Key Words: aboriginal education • childhood maltreatment • residential school • school consequences • trauma and education

Canadian Journal of School Psychology, Vol. 21, No. 1-2, 18-32 (2006)
DOI: 10.1177/0829573506298751
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?