Dr. Rebecca Griffiths’ research, “Nobody knew what to do with her”, offers an in-depth and emotional insight into the experiences of adoptive and foster parents navigating the education system with children diagnosed with Fetal Alcohol Spectrum Disorder (FASD). Through rich qualitative data, this UK-based study outlines systemic challenges, missed opportunities, and underutilized supports—many of which reflect the realities faced in Alberta’s schools.
Educators and FASD Instructional Coaches will find this study especially valuable, as it not only surfaces recurring barriers (such as inflexible behaviour policies and lack of FASD understanding), but also outlines the importance of individualized approaches, consistent adult relationships, and the role of psychological services in fostering inclusive learning environments.
Key Takeaways for Practice
• FASD remains misunderstood in schools, often confused with other diagnoses, resulting in missed or inappropriate supports. Educators must move beyond surface-level knowledge to truly understand FASD as an invisible, brain-based disability.
• School is overwhelmingly difficult for many children with FASD, with traditional classroom models rarely meeting their needs. Interest-based, practical, and relational learning approaches create more positive experiences.
• Relationships are foundational. Students with FASD thrive when they feel safe, understood, and connected to caring adults who believe in them.
• Parent-teacher collaboration is often strained. Caregivers frequently feel blamed, unheard, and exhausted by systems that are slow to respond. Educators and coaches can repair this dynamic through authentic, respectful engagement.
• FASD-informed educational psychology is urgently needed. Instructional coaches, learning teams, and specialists should be trained to recognize the signs of FASD and tailor supports accordingly—moving away from “one-size-fits-all” models and toward flexible, student-centred practice.
Reflection Question for FASD Instructional Coaches:
How can I support educators in shifting their mindset and practice to move beyond behaviour-based responses and toward truly understanding and accommodating the brain-based needs of students with FASD?