This article offers a detailed look at how parents and guardians in Poland support the development of children with Fetal Alcohol Spectrum Disorder (FASD) within the home. Through the voices of 39 caregivers, it explores the emotional, financial, and relational strategies families use to nurture strengths while navigating systemic gaps and neurodevelopmental challenges. Core findings highlight the importance of emotional support, individualized approaches, and positive reinforcement—particularly in areas such as creative expression, hands-on activities, and guided discovery. Equally important are the obstacles: inconsistent educational support, limited public awareness, and barriers to long-term skill development caused by fatigue, low confidence, or system-level pressures.
Reflection for FASD Instructional Coaches
For FASD Instructional Coaches, this article underscores the critical role caregivers play as co-educators. The research reinforces that home and school are not separate spheres—what a child practices, builds, or struggles with at home is often mirrored in the classroom.
Consider how your coaching can:
• Invite educators to learn from caregivers’ insight—not just about what a child struggles with, but what they excel at.
• Integrate “scaffolding” strategies that caregivers already use—such as guided learning, joint tasks, and emotional co-regulation—into classroom routines.
• Create space to recognize and support student strengths, even when they show up inconsistently or in non-traditional forms.