This UK-based study by Dr. Rebecca Griffiths offers timely and practical insights into the school experiences of children and youth with FASD, as told by their caregivers. Drawing on interviews with foster and adoptive parents, the research identifies both the persistent challenges and the conditions that foster meaningful engagement and success in educational settings. It highlights four central themes: the need to deeply understand the individual student, cultivate a sense of belonging, prioritize collaboration and communication with families, and enhance school-wide knowledge of FASD.
Reflection for Instructional Coaches
As FASD Instructional Coaches, this research reinforces much of what we see in our practice, school may be a source of stress for students with FASD, not because of a lack of potential, but because systems aren’t always equipped to meet their needs. The study calls attention to the power of relationships, the importance of individualized approaches, and the need for sustained, informed professional learning in schools. It also echoes our role as connectors, between the student, their caregivers, and school staff. One powerful takeaway is the reminder that educators may underestimate how misunderstood and unsupported families feel. Our role is not only to coach strategies but to model empathy, and advocate for FASD-informed, trauma-aware approaches that shift the narrative from “what’s wrong” to “what’s needed.”