•HRES 1526 IH 
tions on American Indian and Alaska Native children and 
families; 
Whereas the Centers for Disease Control and Prevention Kai-
ser Permanente Adverse Childhood Experiences Study 
shows that adverse or traumatic childhood experiences 
disrupt brain development, leading to a higher likelihood 
of negative health outcomes as adults, including heart 
disease, obesity, diabetes, autoimmune diseases, and early 
death; 
Whereas American Indians, Alaska Natives, and Native Ha-
waiians suffer from disproportional rates of each of the 
diseases compared to the national average; 
Whereas the longstanding intended consequences and rami-
fications of the treatment of American Indian, Alaska 
Native, and Native Hawaiian children, families, and com-
munities because of Federal policies and the funding of 
Indian boarding schools continue to impact Native com-
munities through intergenerational trauma, cycles of vio-
lence and abuse, disappearance, health disparities, sub-
stance abuse, premature deaths, additional undocumented 
physical, sexual, psychological, industrial, and spiritual 
abuse and neglect, and trauma; 
Whereas, according to the Child Removal Survey conducted 
by the National Native American Boarding School Heal-
ing Coalition, the First Nations Repatriation Institute, 
and the University of Minnesota, 75 percent of Indian 
boarding school survivors who responded to the survey 
had attempted suicide, and nearly half of respondents to 
the survey reported being diagnosed with a mental health 
condition; 
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•HRES 1526 IH 
Whereas the continuing lasting implications of the Indian 
Boarding School Policies and the physical, sexual, psy-
chological, industrial, and spiritual abuse and neglect of 
American Indian and Alaska Native children and families 
influenced the present-day operation of Bureau of Indian 
Education-operated schools; 
Whereas Bureau of Indian Education-operated schools have 
often failed to meet the many needs of nearly 50,000 
American Indian and Alaska Native students across 23 
States; 
Whereas, in Alaska, where there are no Bureau of Indian 
Education-funded elementary and secondary schools, the 
State public education system often fails to meet the 
needs of Alaska Native students, families, and commu-
nities; 
Whereas the assimilation policies imposed on American Indi-
ans, Alaska Natives, and Native Hawaiians during the 
Indian boarding school era have been replicated through 
other Federal actions and programs, including the Indian 
Adoption Project in effect from 1958 to 1967, which 
placed American Indian and Alaska Native children in 
non-Indian households and institutions for foster care or 
adoption; 
Whereas the Association on American Indian Affairs reported 
that the continuation of assimilation policies through 
Federal American Indian and Alaska Native adoption 
and foster care programs between 1941 to 1967 sepa-
rated as many as one-third of American Indian and Alas-
ka Native children from their families in Tribal commu-
nities; 
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•HRES 1526 IH 
Whereas, in some States, greater than 50 percent of foster 
care children in State adoption systems are American In-
dian, Alaska Native, or Native Hawaiian children, includ-
ing in Alaska, where over 60 percent of children in foster 
care are Alaska Native; 
Whereas the general lack of public awareness, accountability, 
education, information, and acknowledgment of the ongo-
ing and direct impacts of the Indian Boarding School 
Policies and related intergenerational trauma persists, 
signaling the overdue need for an investigative Federal 
commission to further document and expose assimilation 
and termination efforts to eradicate the cultures and lan-
guages of Indigenous peoples implemented under Indian 
Boarding School Policies; and 
Whereas, in the secretarial memorandum entitled ‘‘Federal 
Indian Boarding School Initiative’’ and dated June 22, 
2021, Secretary of the Interior Debra Haaland stated the 
following: ‘‘The assimilationist policies of the past are 
contrary to the doctrine of trust responsibility, under 
which the Federal Government must promote Tribal self- 
governance and cultural integrity. Nevertheless, the leg-
acy of Indian boarding schools remains, manifesting itself 
in Indigenous communities through intergenerational 
trauma, cycles of violence and abuse, disappearance, pre-
mature deaths, and other undocumented bodily and men-
tal impacts.’’: Now, therefore, be it 
Resolved, That the House of Representatives recog-
nizes ‘‘National Orange Shirt Week’’ or ‘‘National Week 
of Remembrance’’, which aims to honor those who were 
forced to attend Indian boarding schools, and to recognize 
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•HRES 1526 IH 
the experience of Indian boarding school victims and sur-
vivors. 
Æ 
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