FASD and Aggression

The “FASD and Aggression: Balancing the Story” brochure, funded by the Stollery Children’s Hospital Foundation and the Women and Children’s Health Research Institute, explores the complexities of aggression in individuals with Fetal Alcohol Spectrum Disorder (FASD). It emphasizes that aggression is often misunderstood and stems from brain-based differences, not intentional behavior.

Aggressive behavior in FASD is compared to an iceberg—what we see on the surface is only a fraction of what is happening underneath. The brochure highlights that many individuals with FASD struggle with emotional regulation, sensory sensitivities, and cognitive processing challenges, making it difficult for them to manage frustration or respond appropriately in stressful situations.

Implications for Educators and FASD Instructional Coaches

For educators and FASD instructional coaches, this brochure reinforces the importance of understanding aggression as a symptom, not a choice. Schools must adopt trauma-informed, strength-based approaches that focus on preventing meltdowns rather than punishing outbursts.

Classroom environments should be structured in a way that minimizes overstimulation and frustration triggers. Clear communication, visual supports, flexible expectations, and regulated transitions can help students with FASD navigate the school day successfully. Educators should also be prepared to de-escalate situations calmly rather than responding with disciplinary measures that may worsen stress responses.

FASD instructional coaches can play a key role in supporting school staff in learning about FASD and helping implement strategies that promote success. Encouraging collaboration between teachers, caregivers, and external support networks is critical in creating a school culture that is both inclusive and effective for students with FASD.