The impact of trauma-informed practices on academic outcomes of First Nations children: a pilot study of culturally responsive supports in Australia

Govind Krishnamoorthy (), Ellisa Harrison, Kay Ayre, Sayedhabibollah Ahmadi Forooshani, Emily Berger, Bronwyn Rees, Keane Wheeler, Nathan Eiby, Sabrina Ong, Vicki Dallinger and Anwaar Ulhaq
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Govind Krishnamoorthy: University of Southern Queensland
Ellisa Harrison: University of Southern Queensland
Kay Ayre: Edith Cowan University
Sayedhabibollah Ahmadi Forooshani: Queensland University of Technology
Emily Berger: Monash University
Bronwyn Rees: Young Minds Psychology
Keane Wheeler: University of Queensland
Nathan Eiby: Queensland Government
Sabrina Ong: University of Southern Queensland
Vicki Dallinger: University of Southern Queensland
Anwaar Ulhaq: Central Queensland University

Palgrave Communications, 2024, vol. 11, issue 1, 1-7

Abstract: Abstract This pilot observational study examined the effectiveness of trauma-informed and culturally responsive behavior support practices on the academic outcomes of predominantly First Nations children in an Australian primary school. The research supports integrating culturally relevant ways of knowing, being and doing into prevalent pedagogical and behavior support practices. The cohort study found that the co-designed, multi-tier Trauma-informed Behaviour Support program improved students’ literacy and numeracy scores over 2 years. The findings highlight the complex relationship between behavioral difficulties and academic abilities. Changes in numeracy scores were significantly higher for students with improved teacher-reported rates of disruptive behaviors. In contrast, changes in literacy scores were equivalent between students with and without such improvements. The findings suggest that educators can improve academic outcomes by promoting cultural safety across the school and making the curriculum more flexible, engaging, and relevant. Further implications for educators, policymakers, and researchers working with First Nations students are discussed.

Date: 2024
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DOI: 10.1057/s41599-024-03892-8

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