“Could This Be FASD? Looking Beneath the Surface to Support Every Child

Every teacher and TA knows the feeling: something about a pupil doesn’t quite add up.

They’re bright, but inconsistent.

Friendly, but reactive.

Capable one day, and completely lost the next.

In these moments, we’re not being critical - we’re doing what we do best: noticing. Wondering. Trying to help.

Sometimes we might say things like:

• “She’s always asking the same question.”

• “He knows the rule — we’ve gone over it loads of times.”

• “They just don’t seem to learn from consequences.”

But these aren’t judgements, think of them as signposts.

Clues that something more might be going on beneath the surface.

One possible explanation - often overlooked - is Foetal Alcohol Spectrum Disorders (FASD).

What is FASD?

FASD is a lifelong, brain-based condition caused by exposure to alcohol before birth. It affects how the brain develops, and can impact:

• memory and learning

• attention and impulse control

• emotional regulation

• understanding of social situations

• processing of information and instructions

But unlike some conditions, FASD often doesn’t show on the outside. Most children with FASD don’t have physical signs. They may be chatty, creative, and curious - and yet deeply confused, overwhelmed, or exhausted underneath.

And that’s why so many go undiagnosed.

The Children We Might Be Missing

Many pupils with FASD don’t have a diagnosis. They may not meet the threshold for an EHCP. They might be seen as “naughty,” “lazy,” “attention-seeking,” or even “manipulative.”

But these labels are deeply unfair.

What we often miss is that they’re trying incredibly hard - harder than we can see. Their behaviour isn't about defiance. It’s about a brain that processes differently. A nervous system that overloads quickly. A world that often doesn’t make sense.

Common Classroom Moments - and the Deeper Story

What We See	What Might Be Happening
Repeatedly asking the same question	Short-term memory issues — they genuinely can’t hold the answer
Seeming “defiant” or refusing to start work	They may be overwhelmed, confused, or afraid of getting it wrong
Inconsistent performance	Cognitive fatigue — their brain’s capacity varies day to day
Meltdowns over small changes	Transitions and unpredictability trigger anxiety or panic
“Too friendly” or socially vulnerable	Delayed social understanding or difficulty reading cues

Why Kindness is Not Just Nice — It’s Necessary

Traditional responses - sanctions, warnings, loss of privileges - often don’t work with FASD. Not because the child is unmotivated, but because the strategies rely on cognitive skills the child may not have yet.

What looks like “not caring” may actually be “not coping.”

When we lead with understanding and empathy, we create the conditions for safety - and only when a child feels safe can they begin to learn.

What Can We Do - Even Without a Diagnosis?

You don’t need a label to make a difference. These strategies are trauma-informed, neurodiversity-friendly, and just good teaching:

✅ Keep language clear and simple

Break tasks down. Say what you mean. Repeat instructions, and check understanding gently.

✅ Use visuals and routines

Visual timetables, task boards, timers, and step-by-step cards reduce anxiety and increase independence.

✅ Allow time to process and respond

Give the child time to think - don’t rush, correct, or repeat too fast. Silence isn’t defiance - it may be processing.

✅ Create calm, not control

Offer quiet spaces, regulate yourself first, and co-regulate when emotions run high. Punishment doesn’t teach skills - connection does.

✅ Expect good days and hard days

A child with FASD may be capable one day and lost the next. But this isn’t manipulation - it’s neurological variability.

FASD is common, but under-recognised. These children are in every school, often every classroom.

Some are labelled with other conditions; some are labelled with nothing at all. But all of them need the same thing:

To be seen.

To be understood.

To be supported - not just for what they do, but for who they are.

You don’t need to have all the answers. Just start with this question:

“What might this child need from me right now?”

Building Confidence to Support Every Learner

If you’re looking to build staff confidence and deepen your school’s understanding of FASD and inclusive practice, Milestone Education and SkillsBridge offer supportive, practical solutions:

• Milestone Education provides specialist FASD training for school staff, focusing on brain-based behaviour, inclusive strategies, and real-world classroom support.

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• SkillsBridge is an inclusion-focused CPD platform designed to raise whole-school SEND knowledge and practice. Bite-sized modules, reflection tools and action-based learning make it easy to embed across teams.

Book a free Taster Tour of SkillsBridge to explore how it could support your setting.

Take the Taster Tour

Next week - Grief and Loss in the Classroom