This study assessed the efficacy of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) in mitigating the impact of trauma on the behavior and academic performance of student- residents at the Manila Boys' Town Complex, Philippines. Utilizing a pretest-posttest control group design, trauma symptoms were evaluated using the Trauma Symptom Checklist for Children (TSCC). The study included 20 participants, divided equally into experimental and control groups. Statistical analysis using the Wilcoxon Signed-Rank Test revealed no statistically significant differences between pretest and posttest scores across six TSCC subscales: Anxiety, Depression, Anger, Posttraumatic Stress, Dissociation, and Sexual Concerns, at the .05 significance level. Despite the lack of significant statistical improvement, median posttest scores for the experimental group were lower than those of the control group, with scores of 61.5, 60, 51, 55.5, 58, and 64, compared to 64.5, 59.5, 52, 58.5, 61, and 74.5 for the control group across the respective subscales. These results suggest that while CBITS did not produce statistically significant outcomes, it may have a potentially positive effect on addressing trauma-related issues. The findings highlight the complexities involved in trauma intervention within educational settings and emphasize the need for culturally and contextually tailored approaches. Future research should consider increasing sample sizes and further adapting CBITS to enhance the reliability and applicability of the findings. This study contributes to a deeper understanding of trauma intervention strategies in public schools and underscores the necessity for ongoing exploration to optimize support for vulnerable student populations.