10 Strategies to Support Students with FASD in the Classroom

Supporting students with Fetal Alcohol Spectrum Disorder (FASD) in schools requires understanding, flexibility, and practical support strategies that make learning accessible and stress-free for students. Students with FASD often experience challenges in a range of neurodevelopmental domains, such as attention, memory, communication, executive function, motor skills, social functioning, emotional regulation, literacy/numeracy skills, and cognition.

For teaching assistants, intentional small adjustments to practice can make a significant difference to a student's confidence, engagement, and success at school. Here are 10 practical strategies to start using today.

Strategy 1: Support Predictable Routines

When the school day is structured and predictable, students feel safe and know what to expect next. Unexpected changes can increase anxiety, overwhelm, and trigger dysregulation.

Try this:

  • Use visual schedules (timetables, daily overview)
  • Provide warnings before transitions
  • Keep routines consistent and predictable where possible
  • Give a heads up to a change in the normal routine ahead of time

Predictability helps students to feel safe and secure, and reduces cognitive load.

Strategy 2: Keep Instructions Short and Clear

Many students with FASD struggle with working memory and the amount of information they can process at one time. Processing multiple instructions puts too much pressure on the working memory, so reducing instructions can help.

Try these strategies:

  • Give one direction at a time
  • Use simple and concrete language
  • Avoid phrases that require multiple steps, like "get organised"
  • Ask students to repeat instructions back

For example:

Instead of saying "can you settle down and finish everything you need to do?", shift your language to be direct and simple, like this: "Open your workbook. Complete Question 1."

Clear communication and direct, simple instructions help to reduce the guesswork and direct the student to the next step in their task. This can help keep confusion and frustration to a minimum.

Strategy 3: Use Visual Supports Everywhere

Visual supports help to reduce the pressure on the working memory to recall and remember routines, expectations and learning tasks.

Useful visual tools:

  • Timetables (colour-coded) to see their day at a glance
  • Checklists for getting ready or completing a task
  • Step-by-step task cards
  • Emotion charts
  • Visual timers

Teaching assistants play a pivotal role in prompting and reminding students to refer to the visual prompts throughout their day.

Strategy 4: Support the Brain before the Behaviour Escalates

Students with FASD may become overwhelmed quickly due to difficulties with regulating their emotions or sensory overload.

Try these regulation supports:

  • Offer multiple movement breaks
  • Create calm spaces and routines
  • Reduce noise and distractions
  • Use a calm, neutral tone when speaking
  • During distress, reduce verbal demands

Co-regulation is often more effective than punishment, so look for ways to reduce the sensory input and get their body breathing. Sometimes this is with deep breaths, other times it is going for a run or having a drink.

Strategy 5: Break Tasks into Smaller Chunks

A large or complex task that involves multiple steps can feel overwhelming for students with FASD, and they may not know where to begin, or how to move through the mini-tasks. Assist the student by breaking down the large task into smaller chunks.

Instead of saying "complete your writing task", try using direct language that breaks the task down.

  • Write the title
  • Write the first sentence.
  • Check the sentence – does it have a full stop?
  • Show the teacher your work.

By breaking the task into smaller, more achievable steps, students experience small successes and are more likely to remain engaged in the learning.

Strategy 6: Focus on Strengths, Not Just Challenges

Students with FASD often receive frequent correction throughout the school day. This can be deflating for students and can negatively impact their attitude towards learning or their self-image. A strengths-based approach helps to build confidence and motivation.

Look for strengths in:

  • Creativity
  • Hands-on learning
  • Storytelling
  • Art and Music
  • Humour
  • Personality and friendliness
  • Practical problem-solving

Celebrate strengths with comments like:

  • "You stayed focused really well today – that fidget helped your learning!"
  • "I noticed how kindly you worked with your partner"

Positive reinforcement helps build relationships and connections, encouraging students to repeat positive behaviour.

Strategy 7: Repetition, Repetition, Repetition

Students with FASD may have difficulty remembering what they have previously learnt. One day they may remember, and the next it is gone. By returning frequently the student is able to learn the new information, skill, instruction or routine, as the learning is being reinforced through repetition.

Remember:

  • Give the student a prompt or clue to help them recall
  • Use a visual aid to help recall
  • Revise and repeat information
  • Check in frequently - don't assume they will remember

By revisiting information and skills the brain is supported to encode and remember the information, moving it from working memory into long-term memory.

Strategy 8: Reduce Sensory Overload

Classrooms are naturally a busy place for students. Being intentional about the amount of sensory input can help students (with or without FASD) to concentrate and focus on learning.

Consider these ideas:

  • Seat students away from distractions like the doorway or windows
  • Use noise-reducing headphones
  • Set up quiet work zones in the classroom
  • Minimise visual clutter by bringing posters out when needed
  • Offer sensory fidgets when appropriate

A calmer learning environment can significantly improve focus and emotional regulation.

Strategy 9: Be Patient with Memory

Students with FASD may forget routines, information, or learning even after repeated practice. This links to neurological differences, not laziness or defiance. Remember to think: brain before behaviour!

Support memory by:

  • Repeating instructions calmly
  • Using consistent language
  • Revisit and reteach routines regularly
  • Provide visual reminders
  • Allow wait time for thinking
  • Offer gentle prompts without shame

Patience and consistency are key to supporting the brain to recall memory.

Strategy 10: Build Strong Relationships

One of the most effective supports for students with FASD is a trusted adult relationship. Students are more likely to engage in learning and safe behaviours when they feel safe, understood, and respected.

Simple ways to build relationship:

  • Greet students by name each day
  • Acknowledge and praise effort (not just outcome)
  • Stay calm during challenging moments
  • Show genuine interest in their interests and strengths
  • Provide encouragement regularly

For many students, relationship is the basis for learning. They may not understand, but they will try because they have a relationship with you and want to do their best.

Reflection Questions for Teaching Assistants

  • How predictable is our classroom environment?
  • Do we respond to behaviour with understanding?
  • Are we focusing on student strengths as much as challenges?
  • What adjustments could help to reduce stress for this student?
  • How can I communicate and collaborate with the teacher to better support students with FASD?

Supporting students with FASD is not about expecting them to fit into a rigid classroom - it's about creating a supportive, flexible, inclusive space where students can succeed in ways that work for their brain.

Remember: small strategies used consistently can have a lasting impact!

To learn more about FASD, explore the Learning with FASD website to discover resources, videos, and much more!

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