This led to depression, drug abuse, alcoholism, and hopelessness amongst the Native Canadian parents separated from their children. The children, usually leaving home at the age of four years, were usually unaware of where they were being taken. The appropriate age to leave the school was when the child finished grade three, this was seen as appropriate education for an Aboriginal person. The goal of the schools was to properly educate all Aboriginal children into the "white world". They were not permitted to speak their native language amongst themselves or even to their parents if they were lucky enough to have contact with them. They were separated from their siblings, not even allowed to speak to them during their playtime. "I couldn't even talk to my sister. They"d want to know what you were talking about. "We were just talking." They"d say "Go to the principal," and I"d get the strap just for talking to my sister." Separation from all family contact often caused depression for the children, they spent all their time sad, scared, and lonely. Their parents often didn't visit them, leaving them feeling abandoned and unable to find love anywhere. They were not taught love and affection at the schools, this left them feeling deprived and confused. They didn't understand the sudden change in culture, tradition, language, and rules. They were young, and they were innocent people, learning a language and culture they"d never heard of. Some say that the hardest thing was being completely unable to express their loneliness and sadness because they could not communicate well in English and they were not allowed to communicate in the language they were born into. .
This unclear understanding of the changes around the children in residential schools led to them questioning why it was different. They learned fast, however, not to question anything they were taught. Questioning led to punishment, and punishment came in all shapes and sizes.