experiences disrupts brain development leading to a higher likelihood of negative health outcomes as adults including, but not limited to, heart disease, obesity, diabetes, and autoimmune diseases. AI/ANs suffer from disproportional rates of each of these diseases compared to the national average today. (11) The longstanding ramifications of the inhumane treatment of AI/AN children and families at these boarding schools continues to impact Tribal communities through intergenerational trauma, cycles of violence and abuse, disappearance, health disparities, substance abuse, premature deaths, and additional undocumented psychological trauma. (12) The continuing lasting implications of the Federal Indian Boarding School Policy and inhumane treatment of AI/AN children and families influenced modern U.S. Department of the Interior’s Bureau of Indian Education (BIE)-operated schools. These schools have often failed to meet the many needs of nearly 50,000 AI/AN students across 23 States. (13) The replication of assimilation policies of the boarding school era also presented itself through other Federal programs like the Indian Adoption Project (1958 to 1967) that placed AI/AN children in non-Indian households and institutions for foster care or adoption across 25 States. (14) The Association on American Indian Affairs reported that the continuation of cultural genocide and assimilation policies through Federal AI/AN adoption and foster care programs between 1941 to 1967 separated as many as one-third of Native American children from their families in Tribal communities, subsequently prompting the creation of the Indian Child Welfare Act (ICWA) to stop the removal of children. (15) In some States, over 50 percent of foster care children in State adoption systems are Native American. The general lack of public awareness, information, and acknowledgment of the residual impacts of the Indian Boarding School Policy and intergenerational trauma remain, signaling the overdue need for an investigative Federal committee to