This research paper, Kids ‘at risk’ of school exclusion and youth justice involvement? Or neurodivergent children and families in need of trauma-informed support? by Anne-Marie Day, presents findings from the Oakshire Family Support Project in the UK. The study focuses on children aged 7–11 who were at risk of school exclusion and youth justice involvement. It highlights a significant overlap between neurodivergence—including conditions such as FASD—and school exclusion, particularly when needs go unrecognized or unsupported. The paper explores how trauma-informed, flexible, and family-centred approaches significantly improved attendance, reduced exclusions, and strengthened family-school relationships.
Reflection for the WRaP 2.0 Team
This research reinforces much of what WRaP Instructional Coaches already know from frontline experience: that many students with FASD are not struggling because they are unwilling, but because their needs are misunderstood or unmet. The Oakshire Project’s emphasis on proactive, trauma-informed, and individualized support is a strong reminder that early, relationship-based interventions matter—and that families must be seen as partners, not problems.
Even though this work was carried out in the UK, its lessons are globally relevant. We too often see support activated only when students are in crisis or nearing exclusion. This paper challenges us to ask: what would it take to shift systems so support begins at the first sign of struggle—not the last? It also highlights the need for continued advocacy and professional development within schools so that neurodivergent learners, including those with FASD, can thrive without stigma.