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

Author

Listed:
  • Govind Krishnamoorthy

    (University of Southern Queensland
    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)

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.

Suggested Citation

  • Govind Krishnamoorthy & Ellisa Harrison & Kay Ayre & Sayedhabibollah Ahmadi Forooshani & Emily Berger & Bronwyn Rees & Keane Wheeler & Nathan Eiby & Sabrina Ong & Vicki Dallinger & Anwaar Ulhaq, 2024. "The impact of trauma-informed practices on academic outcomes of First Nations children: a pilot study of culturally responsive supports in Australia," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-7, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03892-8
    DOI: 10.1057/s41599-024-03892-8
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    References listed on IDEAS

    as
    1. Tessa Bellamy & Govind Krishnamoorthy & Kay Ayre & Emily Berger & Tony Machin & Bronwyn Elizabeth Rees, 2022. "Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support," Sustainability, MDPI, vol. 14(7), pages 1-16, March.
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