FAQs for Educators

What do I do if a student with FASD has an outburst in class?
Oftentimes, an accidental bump may feel like an intentional shove to a student with FASD and so outbursts may ensue. Try to intervene immediately and quickly, but calmly, to diffuse the situation by removing the source of stress.

How can I make sure a student with FASD understands assignments and class material?
Have the student reiterate directions in his/her own words to verify understanding. Check back with the student frequently to ensure there are no questions or problems.

How can I help a student with FASD stay more focused in class?
Place a student with FASD at the front of the classroom and keep the seating chart consistent throughout the year. Surrounding the student with bean bag chairs, armrests or some other border will create a comforting atmosphere. Such security will keep the student more focused on the teacher and less focused on surroundings.

Should I punish a student with FASD for poor behavior?
When possible, it is always better to provide positive reinforcement over disciplinary action. Offer rewards and incentives immediately upon good behavior. If it is absolutely necessary to punish the student, be kind, patient and consistent with the treatment.

What is the best way to teach a student with FASD?
Students with FASD all have unique ways of learning. It is important that teachers patiently continue trying different methods until something works. Visual and hands-on methods often prove effective. When possible, students should be provided with easy-to-read organizational charts and checklists to help keep track of progress.

What should I do if the classroom is too loud and distracting for a student with FASD to successfully complete his/her schoolwork?
Establish a quiet area for the student in the beginning of the school year. If the classroom becomes too distracting, send the student to his/her quiet area. Make it clear in the beginning that going to this area is not a punishment. Over time, students may be able to self-regulate.

How should I identify specific strengths and needs for a student with FASD?
Check the student’s academic history if available, such as report cards, notes from parent-teacher conferences or medical reports. Talking to your student (or his/her parent) informally will reveal many answers about why they have liked teachers or school in the past as well as their strengths and interests. This will give you a direct resource and provide insight to how your student wants to learn as well as show the student you are genuinely interested in his/her success.