Students with Fetal Alcohol Spectrum Disorder (FASD) may experience a range of sensory processing differences that can affect how they take in, interpret, and respond to their surroundings. What feels like a regular school day to one student can feel overwhelming or even unmanageable to another. These responses are not intentional behaviours but rather signs of a nervous system under stress. Sensory overload can happen when a student’s brain is receiving more input than it can handle—whether it’s noise, movement, visual clutter, or physical sensations.
As educators and FASD instructional coaches, recognizing how sensory overload may present and knowing how to respond in a supportive, non-judgmental way can be essential. The visual guide provided outlines some common signs of sensory overload, what these behaviours may indicate, and what we can do to support students in the moment.
For example, a student who covers their ears may be experiencing sensitivity to loud or high-pitched sounds. What seems like an everyday classroom environment to some can feel painful or overwhelming to others. In these cases, it can help to lower the volume in the room, offer noise-reducing headphones, or give the student access to a quiet space. Likewise, students who shut down or withdraw may be feeling overwhelmed by the sensory demands of the environment. Offering calm, low-stimulation spaces and allowing them to take breaks without pressure can support their regulation and ability to re-engage when ready.
Students with FASD may also refuse to participate in activities—not because they don’t want to engage, but because the environment or task may feel too overwhelming. Offering choices, adjusting expectations, or making sensory-friendly changes to the task can reduce stress and promote participation.
Behaviours like sleepiness, hiding, or covering their eyes may be signs that a student is trying to escape overwhelming stimulation. Bright lights, crowded spaces, or noisy environments may be difficult for some students to process. In these cases, reducing visual clutter, adjusting lighting, or providing sensory tools like sunglasses or a hat may help students feel more comfortable.
Some students may lie upside down, fidget constantly, or seek out textures—these actions may be self-regulation strategies, even if they seem unusual to us. Rather than trying to stop the behaviour, consider what need it may be meeting. Providing structured sensory input—like movement breaks, deep pressure activities, or sensory tools—can support regulation in a proactive way.
Physical signs such as tremors, rapid breathing, or statements like “I can’t think” may suggest a student is nearing or in full sensory overload. These are moments to step back, slow things down, and reduce all extra input. Deep breathing, quiet spaces, and calm, reassuring presence from a trusted adult can help a student regain a sense of safety and control.
It’s important to remember that not every student with FASD will experience sensory overload the same way. What is calming for one may be triggering for another. This is why flexibility, observation, and open communication are so important in supporting students effectively. The goal is not to eliminate all stimulation, but to create environments that are responsive and adaptable, where students can find what they need to feel regulated and ready to learn.
As FASD instructional coaches and educators, you play a key role in creating these safe, supportive spaces. Consider using sensory overload guides as tools for team planning, professional development, and IEP discussions. Empower staff to ask not “What’s wrong with this student?” but instead, “What might this student need right now?”