Teenagers don’t always show anxiety in ways we expect. In school settings, anxiety can look like sarcasm, refusal, lateness, or even physical complaints. For students with Fetal Alcohol Spectrum Disorder (FASD), these behaviours can be misunderstood and mislabeled as attitude problems or a lack of motivation—when in reality, they may be signs of distress.
Students with FASD may have a unique combination of challenges that make school environments overwhelming. Difficulties with transitions, memory, emotional regulation, and sensory processing can lead to daily experiences of anxiety. When students don’t yet have the tools or words to express this anxiety, it tends to come out in behaviour—some of which can be disruptive, confusing, or frustrating for school staff.
Recognizing these signs for what they are is key to supporting students effectively. A teen who’s frequently late may be struggling to manage a chaotic or unsupported morning routine. One who avoids classwork may be overwhelmed by tasks that aren’t broken down clearly enough. And the student who keeps asking the same question over and over may simply need reassurance in order to feel safe enough to move forward.
Responding with structure, predictability, and compassion helps reduce anxiety and supports student regulation. Strategies such as setting consistent morning routines, offering quiet entry points to the school day, using simple and repeated instructions, and building in safe spaces for breaks can go a long way. These approaches aren’t about lowering expectations—they’re about creating the conditions where students with FASD can actually meet them.
Reflection for FASD Instructional Coaches
For FASD Instructional Coaches, teen anxiety is a key area where your support can make a big difference. Because anxiety doesn’t always look like fear or worry—especially in teens—it’s important to help school staff recognize the less obvious signs and respond without judgment.
In your coaching, consider building conversations around what anxiety looks like for teens with FASD. Use real-life examples from classrooms and invite educators to reflect on how they interpret behaviour. Encourage teams to shift from reactive to proactive approaches, using calm routines, visual supports, check-ins, and collaborative planning. These aren’t extras—they’re essential pieces of what it means to build an inclusive and trauma-informed school.
You can also support school leadership in embedding anxiety-informed practices into wider school culture—ensuring that policies, schedules, and environments are not just safe, but also predictable and emotionally supportive.
Teens with FASD are navigating a world that may feel out of sync with how their brains process information and stress. When we understand how anxiety shows up for them—and respond with empathy, flexibility, and intention—we help build school environments where more teens feel safe enough to stay, engage, and succeed.