Intergenerational Boarding School Trauma and Indigenous Education: Evidence, Equity, and Institutional Responsibility.
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| Title: | Intergenerational Boarding School Trauma and Indigenous Education: Evidence, Equity, and Institutional Responsibility. |
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| Authors: | Williams, Gara1 gara.nicole.williams@gmail.com |
| Source: | Delta Kappa Gamma Bulletin. 2026, Vol. 92 Issue 5, p6-10. 5p. |
| Subject Terms: | *Boarding schools, *Trauma-informed practice, *Educational equalization, *Native American students, Cultural assimilation, Organizational accountability, Transgenerational trauma, Cultural suppression |
| Geographic Terms: | United States |
| Abstract: | The article focuses on the enduring impact of federal Indian boarding school policies on Indigenous education in the United States, emphasizing intergenerational trauma as a key factor influencing educational disparities. It presents evidence that boarding schools functioned as instruments of cultural eradication, causing lasting family and community trauma that contributes to institutional mistrust, exclusionary discipline, and curricular marginalization in contemporary schools. The author argues that educational inequities are rooted in structural assimilationist practices rather than individual or familial deficits, and calls for systemic transformation through culturally sustaining, trauma-informed approaches that acknowledge historical harm and rebuild trust. Counterclaims minimizing the relevance of boarding school trauma or framing trauma-informed education as lowering standards are refuted with interdisciplinary research and federal data. The article concludes that achieving equity requires institutional accountability and the integration of Indigenous knowledge systems without demanding cultural sacrifice. [Extracted from the article] |
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| Database: | Education Research Complete |
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