First, two essential purposes of the private educational system were to separate youngsters from the impact of their homes, families, customs and societies, and to acclimatize them into the predominant culture. Goals depended on the suspicion Aboriginal societies and profound convictions were second rate and unequal. The motivation behind the schools was to dispense with all parts of Aboriginal culture. Understudies had their hair style short, they were wearing regalia, and their days were entirely controlled by timetables. This all was a kind of torture they had to live with. Young men and young ladies were kept partitioned, and even kin once in a while cooperated, additionally debilitating family ties.
The social conduct of private school youngsters is set apart by quickly changing companionships and play gatherings, an assortment of kinds of play, short quarrels, and a developing familiarity with sexual orientation parts. Children in residential schools straightforwardly show their feelings. Outrage and desire are normal. Companionships are commonly same sex. Fights among peers ordinarily include verbal contentions, in spite of the fact that young men may participate in punching, wrestling, and pushing. The students studying in residential schools tend to be more emotionally sensitive. Therefore, they are all the more effortlessly hurt by feedback, react emphatically to applaud and more likely to hurt the other student’s feelings easily while fighting. The students who were encountering sentiments of nervousness and outrage were far more averse to be effective in school than the children who are cheerful. These negative emotions lessen the productivity of intellectual procedures. These schools were permanently closed but the effect was everlasting for the students who studied there.