School-based anxiety interventions reduce anxiety and related impairment, but little is known about whether they improve academic outcomes, especially when delivered by non-mental health specialists. This study examined the impact of two brief, school nurse-delivered anxiety interventions on working memory, school functioning, and school avoidance. Participants were 54 students aged five to 12 with elevated anxiety and their school nurses (N = 30), who were randomly assigned to deliver the Child Anxiety Learning Modules (CALM, n=14) or CALM- Relaxation only (CALM-R, n=16). Student outcomes were assessed by parent-, teacher-, and student self-reports at baseline, post-intervention, and follow-up. Both interventions significantly improved school outcomes, including decreasing school anxiety, the impact of anxiety on performing school tasks, and negative classroom behavior while improving working memory, suggesting that school nurse-delivered anxiety interventions can improve school outcomes. Limitations and implications for future school nurse-delivered and school-based interventions are discussed. [This is the online first version of an article published in "Journal of School Nursing."]