This study explores how middle school students experienced the Inclusive Skill-Building Learning Approach (ISLA)—an alternative to exclusionary discipline that centers on proactive relationship-building, respectful behavior support, and skill-building opportunities. The research emphasizes student voice, highlighting how positive teacher–student relationships, empathy, and inclusive practices help foster a sense of belonging and support in school settings. Through focus groups with eighth-grade students, the study uncovers what classroom environments, teacher behaviors, and transition strategies most helped—or hindered—their engagement and emotional regulation.
Reflection for FASD Instructional Coaches
This research reinforces many of the values at the heart of FASD-informed education. Students thrive when educators focus on relationships, model empathy, and create safe, predictable classroom spaces. For coaches working directly in schools, this study is a valuable reminder that our work is not just about strategies—it’s about connection. By helping teachers use language that is inclusive, offering tools for co-regulation, and ensuring students feel seen and heard, we support environments where all students can learn.
While this study is situated in the U.S., the broader message resonates across contexts: students benefit when educators shift from managing behavior to understanding it. In Alberta classrooms, FASD Instructional Coaches play a key role in building this understanding—by offering at-the-elbow support, modelling responsive practices, and promoting strategies that reduce exclusion. Supporting teachers to reflect on their own practices, especially how they respond in moments of dysregulation, is essential for creating truly inclusive learning environments.