Seven Things Every Teacher Should Know About FASD

1. You can become a safe space

Relationships can be extremely important in fostering a sense of safety and security for those with FASD. Get to know the individual so that you can foster a strengths-based environment and approach to learning, play to their interests and create opportunities for success. 

2. Fight or flight 

Students with FASD can often spent time in a heightened state of stress due to the different brain systems that can be impacted by prenatal alcohol exposure. Keep this in mind for each of the next points. 

3. Behaviour is communication

Students with FASD can be mislabelled as 'badly behaved' but what needs to be understood is that behaviour in any form is communicating something that is going on inside. 

4. Can’t, not won’t

What may appear as refusal, inconsistence performance or laziness is likely a result of a student simply being unable. Processing speeds, attention, memory processing and recall can be challenges for many students, all of which can significantly impact learning. Repeat and re-teach, don’t just remind. You cannot guarantee they know something just because you did it yesterday.  Use one or two step instruction, use consistent language, allow processing time before repeating yourself and introduce visual cues if that helps. 

5. FASD is an invisible disability (for the most part)

If you Google 'FASD' you will see images of babies and young children with very distinct facial features, but this is the case for very few of the individuals impacted. Students with FASD can also be very good at masking and hiding their challenges until they are back in their safe space. This also applies to IQ. Students may have an average or above average IQ, with advanced language and communication skills, whilst simultaneously having significant difficulties in other areas. 

6. Structure and predictable routines are a must 

Transitions can be tricky for those with FASD. The anxiety that arises from the unknown and uncertainty can quickly trigger a stress response. Structure and routine can offer comfort through repetition, helping with regulation engagement for learning. 

7. The sensory world

Consider all environmental stressors as possible triggers. There may be some you are entirely unaware of. This is where your relationship with the student comes in. A flickering light, a low hum from technical equipment, a seat too close to the window. Sensory processing and regulation need to be considered when you are getting to know students with FASD.

Dr Jessica Rutherford is a Research Fellow at Salford University and a team member as the university seeks to become Europe's leading centre for the understanding of FASD.

Her book, A Teacher’s Guide to Understanding Fetal Alcohol Spectrum Disorders: Actionable Strategies to Transform Classrooms and Empower Every Child, will be published by Routledge next year as part of the Independent Thinking Series.

Please drop us a line if you would like to find out more about how she can support your work with children with FASD

Dr Jessica Rutherford