A new Canadian study is taking a closer look at something that can sometimes get missed when we talk about supporting students with FASD: how
All Behaviour Has a Function: Shifting from “What Do I Do?” to “What Do I Know?”
In a busy classroom, behaviour gets our attention quickly. A student refuses to start an assignment. Another keeps leaving their seat. Someone shuts down when
Common Messages: Why the Words We Use Matter
The words we use when talking about FASD matter. They shape how we understand students, interpret behaviour and think about support. The 2026 CanFASD Common
Welcome Back! A New School Year with WRaP 2.0
A new school year is here, and we want to extend a warm welcome back to education staff across Alberta and especially to the FASD
New resource: Behaviour or Symptom
A new resource from Dr Vanessa Spiller explores a common question: how to understand the difference between behaviour and brain-based differences. The resource offers a
Well-being and support preferences of siblings of individuals with a neurodevelopmental condition in regional and remote Australia: a mixed methods investigation
This recent mixed-methods study explored the well-being and support preferences of siblings of individuals with neurodevelopmental conditions, including FASD, living in regional and remote Australia.