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 co-designed, multi-tier Trauma-informed Behaviour Support program improved students' literacy and numeracy scores over 2 years. Changes in numeracy scores were significantly higher for students with improved teacher-reported rates of disruptive behaviors. The findings suggest that educators can improve academic outcomes by promoting cultural safety and making the curriculum more flexible, engaging, and relevant.
