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

Article

Krishnamoorthy, Govind, Harrison, Ellisa, Ayre, Kay, Ahmadi Forooshani, Sayedhabibollah, Berger, Emily, Rees, Bronwyn, Wheeler, Keane, Eiby, Nathan, Ong, Sabrina, Dallinger, Vicki and Ulhaq, Anwaar. 2024. "The impact of trauma-informed practices on academic outcomes of First Nations children: a pilot study of culturally responsive supports in Australia." Humanities and Social Sciences Communications. 11. https://doi.org/10.1057/s41599-024-03892-8
Article Title

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

ERA Journal ID212723
Article CategoryArticle
AuthorsKrishnamoorthy, Govind, Harrison, Ellisa, Ayre, Kay, Ahmadi Forooshani, Sayedhabibollah, Berger, Emily, Rees, Bronwyn, Wheeler, Keane, Eiby, Nathan, Ong, Sabrina, Dallinger, Vicki and Ulhaq, Anwaar
Journal TitleHumanities and Social Sciences Communications
Journal Citation11
Article Number1385
Number of Pages7
Year2024
PublisherNature Publishing Group
Place of PublicationUnited Kingdom
ISSN2662-9992
Digital Object Identifier (DOI)https://doi.org/10.1057/s41599-024-03892-8
Web Address (URL)https://www.nature.com/articles/s41599-024-03892-8
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.

Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020520102. Educational psychology
450208. Aboriginal and Torres Strait Islander primary education
321302. Infant and child health
Byline AffiliationsSchool of Psychology and Wellbeing
Manna Institute, Australia
Centre for Health Research
Edith Cowan University
Queensland University of Technology
Monash University
Young Minds Psychology, Australia
University of Queensland
Department of Education, Queensland
Central Queensland University
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