Children with FASD often look more capable than they are. This is one of the biggest barriers to school support.
The "invisible disability" problem
- A child with FASD may speak fluently but not understand what was said.
- They may remember a rule on Monday and have no memory of it on Tuesday.
- They may comply once and not generalise.
- Traditional sanctions (loss of break, detention) often punish a brain difference, not a choice.
What helps
- Reduce demands, not raise expectations
- Show, don''t tell — visuals, modelling, demonstrations
- Repeat, repeat, repeat without frustration
- Concrete language — no sarcasm, no idioms, no "figure it out"
- Predictable routines with visual schedules
- Smaller class or support for new skills
- Movement breaks — sitting still uses up regulation capacity
- Co-regulation before any conversation
Reasonable adjustments
- Reduced timetable if needed
- Quiet workspace
- Adult support at transitions
- Permission to not attend assemblies/large gatherings
- A trusted adult for daily check-ins
EHCPs
Many children with FASD need an . Push for specific, quantified provision in Section F — "support as needed" is not enough.
Sources: National FASD school guide, Adoption UK.