This policy brief examines how responsive pedagogy and functional literacy can improve learning and well-being among internally displaced children (IDCs) in Benue and Plateau States, Nigeria, where violent conflict, displacement, trauma, poverty, and insecurity severely disrupt education. It explores whether trauma-sensitive, culturally and linguistically responsive, and differentiated teaching approaches, combined with practical literacy and numeracy instruction, can strengthen foundational learning and selected psychosocial and socioeconomic outcomes. The mixed-methods study involved 488 Grade 4–5 pupils and 18 teachers in IDP camp and host-community schools. An eight-week quasi-experimental intervention, supported by focus group discussions, compared responsive and functional literacy pedagogy with conventional approaches. Findings show that pupils receiving the responsive approach achieved stronger gains in reading, writing, and numeracy. The study also identifies high to very high unmet needs related to psychological and emotional support, flexible learning pathways, cultural and linguistic responsiveness, safety and stability, and access to learning materials and basic services. Teachers reported that trauma-aware relationships, flexible routines, and the use of learners’ lived experiences increased participation, confidence, and persistence. However, large classes, rigid curricula, inadequate resources, and limited teacher preparation constrain sustainability. The brief recommends flexible emergency curricula, stronger teacher training and coaching, language-responsive instruction, flexible learning modalities, and closer coordination between education, protection, and psychosocial services.