This research explores culturally responsive trauma-informed strengths-based approaches in partnership with First Nations students in Australia, acknowledging the intergenerational trauma stemming from colonization, dispossession, and racism. The forced removal of First Nations children (Stolen Generations) has disrupted knowledge transfer and cultural identity, contributing to ongoing disparities in academic achievement compared to non-Indigenous students. First Nations students experience higher suspension rates for minor infringements, furthering disengagement from education and contributing to the 'school-to-prison pipeline'. Despite the 'Closing the Gap' campaign, programs have had limited success. Trauma-informed and culturally responsive practices offer a strengths-based approach, creating safe and supportive environments and incorporating students' cultural knowledge into education. Research shows these practices positively impact academic outcomes, behavior, attendance, and engagement. The Trauma-informed Behaviour Support (TIBS) program integrates trauma-informed care with culturally responsive pedagogy and behavior support, co-designed with First Nations students, families, and educators. This study investigates TIBS's impact on First Nations students' academic achievement, hypothesizing improved literacy and numeracy levels following program implementation and exploring the influence of behavioral changes on these scores.

The introduction extensively reviews existing literature highlighting the negative impacts of historical trauma on First Nations children's education in Australia. Studies cited demonstrate lower academic achievement, higher suspension rates, and the perpetuation of the school-to-prison pipeline for Indigenous students. The literature underscores the need for culturally responsive and trauma-informed practices to address these issues. Existing research on trauma-informed and culturally responsive practices show positive impacts on academic outcomes, behavior, attendance, and engagement, leading to calls for their wider implementation in Australian educational settings. The TIBS program is presented as a promising intervention based on its integration of both trauma-informed care and culturally responsive pedagogy. Preliminary research suggests its effectiveness in improving behavior, but its impact on academic outcomes requires further investigation, hence the impetus for this study.

This pilot observational cohort study was conducted in a regional primary school in the Northern Territory of Australia with a predominantly First Nations student population (92%). The Trauma-informed Behaviour Support (TIBS) program, implemented over two years (2017-2018), comprised three tiers: Tier 1 focused on whole-school practices (trauma-informed care training and culturally responsive practices); Tier 2 targeted classroom practices (curriculum modification and pedagogical approaches); and Tier 3 provided intensive support for students with complex needs. Cultural responsiveness was prioritized through consultations with First Nations staff, elders, and community members. The Progressive Achievement Test (PAT) – Reading and Maths – was administered at the beginning (Term 1, 2017) and end (Term 3, 2018) of the intervention period to assess literacy and numeracy. Flagged behaviors (minor and major) were tracked using the school's database. The final sample comprised 53 students who completed all assessments. A power analysis indicated a sufficient sample size. Paired samples t-tests and non-parametric equivalents (Wilcoxon tests) were used to analyze changes in PAT scores and behavior frequencies. Independent samples t-tests (and Mann-Whitney U tests) compared literacy and numeracy improvements between students showing improved versus no improvement in flagged behaviors.

The study found a significant increase in both literacy and numeracy scores from pre- to post-program assessment (p<0.001 for both). However, there was no significant change in the frequency of flagged behaviors. Interestingly, when students were divided into two groups based on whether their flagged behaviors improved, only the numeracy scores showed a significantly higher improvement rate in the group with reduced behavioral issues (p=0.003). The improvement in literacy scores was similar across both groups.

The significant improvement in literacy and numeracy scores supports the efficacy of the TIBS program in enhancing academic outcomes for First Nations students. The culturally responsive elements likely made the curriculum more engaging and relevant. The trauma-informed practices likely improved students' ability to engage with the curriculum by addressing social-emotional needs. The lack of significant changes in flagged behaviors, yet the significant improvement in numeracy scores for students with reduced behavioral flags, indicates a complex relationship between behavior and academic progress. Improved classroom behavior may increase time spent on academic tasks, leading to better numeracy outcomes. This research contributes valuable evidence to support the use of trauma-informed and culturally responsive programs in addressing educational disparities experienced by First Nations students.

This study provides the first evidence of academic gains in First Nations students following the implementation of a multi-tiered, trauma-informed educational program like TIBS. The findings emphasize the importance of trauma-informed and culturally responsive practices in improving educational outcomes. Further research with larger samples and longitudinal designs is needed to confirm these findings and investigate the mechanisms underlying the observed effects, especially the differential impact on literacy and numeracy scores.

The study's limitations include its small sample size, cross-sectional design, and the use of non-adaptive PAT tests. The lack of tracking the 'dose' of intervention received by each student and the absence of student perspectives also limit the study's scope. Future studies should employ larger samples, longitudinal designs, adaptive assessments, and qualitative methods to capture students' experiences and perspectives. The reliance on teacher-reported behavioral data might also influence the findings.