Findings reflect their perceptions of the interplay between IGT and educational experiences and potential strategies to redress resultant issues. Sixteen Indigenous students, 10 instructors, and nine administrators employed in Aboriginal focus or access programs for at least three years participated in semi-structured interview conversations. We asked about the effects of IGT in the classroom and the resultant problems students face in their educational journey. The researchers formulated questions for each Lodge to frame our research on how IGT is understood by students enrolled in select programs for mature Indigenous students. The Framework for trauma-informed practice supports our understanding of trauma and related concepts. Working with children and families in this way becomes critical to better outcomes. A conceptual framework based on an Anishinabe teaching of Four Lodges (directional)-Talking, Planning, Teaching, and Healing-guided our research. The signicance of trauma-informed practice is its ability to reduce the likelihood of intergenerational trauma. Building on past work, this qualitative study explores how IGT affects the educational journeys of Aboriginal students. We chose to explore this issue from the perspective of trauma-informed education principles (Mordoch & Gaywish, 2011). We were puzzled by Aboriginal students' attrition within university programs-students we believed who were more than capable of success. As post-secondary educators, we engaged a limited study to further our knowledge of the impact of IGT on Aboriginal students. Given the lengthy history of collective historic trauma experienced by Aboriginal people, it is reasonable to expect that Aboriginal students' learning is affected by IGT. IGT occurs when the maladaptive effects of an original trauma experience, such as historic trauma inclusive of Indian Residential Schools (IRS), results in unhealthy effects on the first generation being passed down to the next generation or multiple generations. These can result from the influence of the. The first involves developmentally programmed effects. Two broad categories of epigenetically mediated effects are highlighted. However, recent studies on how Aboriginal people experience mental health issues are bringing attention to Aboriginal students' experiences of intergenerational trauma (IGT). This paper reviews the research evidence concerning the intergenerational transmission of trauma effects and the possible role of epigenetic mechanisms in this transmission. The impact of trauma on learning in post-secondary institutions is largely ignored.
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