In impacted many Aboriginal lives; not just those

In addition, the Aboriginal students were
strictly forbidden to speak their own languages even though many children
didn’t know any other languages and they were caught to practice their Aboriginal
customs or traditions (Hanson, 2009). As a result, when violations of these
rules were carried out the Aboriginal students were brutally punished (Hanson,
2009). Furthermore, in regards to the brutality of the punishment some inspectors
and officials at the time voiced their concern at the shocking death rates and
yet those who spoke out to call upon a change were generally met with silence
and lack of support (Hanson, 2009).

            Aboriginal students
attending residential schools would have their hair cut short, were dressed in
uniforms and their days were tightly restricted by timetables. In addition, boys
and girls were kept separated and in fact many siblings rarely interacted with
each other (Hanson, 2009). The most compelling fact was that young Aboriginal
students were separated from their family members and siblings which would
often lead to weakening family ties upon return to their community (Hanson,
2009). Meanwhile, this can be reinforced with the testimony of an Aboriginal
survivor of the residential schools, Chief Bobby Joseph (Hanson, 2009). To
summarize his experience he recalled that “he had no idea how to interact with
girls and never even got to know his own sister beyond a mere wave in the
dining room upon his arrival back to his community” (Hanson, 2009). With an
estimated 150,000 Aboriginals attending residential schools during the past the
consequences of reintegration upon their community was devastating as it
impacted many Aboriginal lives; not just those who attended and the schools but
their families as well (MacDonald & Hudson, 2012).

            As
a result of the time Aboriginals students spent while at the residential schools
there are still negative long term affects that can still be widely felt today.
This can be examined by the methods of teaching at residential schools that left
many Aboriginal children with the loss of their right to practice their
culture, their beliefs and their language which had serious negative effects
upon returning to their community (Burke & Milewski, 2012, p.253). These
consequences impacted the Aboriginal people as a whole as it broke the bonds
between knowledge and culture in their communities and this even continues till
today to display long term effects on future generations of Aboriginal people
(Burke & Milewski, 2012, p.253). Ultimately these problems of intergeneration
trauma continued to be very serious, since many of the residential school survivors
learned very few parenting skills and were often uprooted from their languages
and cultures, resulting in a variety of social problems (Roach, K. (2014). This
can be examined as: