The school environment is extremely challenging for most students with FASD, irrespective of IQ or background. It's also challenging for many teachers trying to manage the FASD behavioural symptoms observed in a school environment, both in the classroom and in the school grounds.
Many children with FASD have mixed feelings about school. They love the social interaction but get frustrated and anxious about academic learning. And most parents/caregivers find the education of their tamariki and rangatahi the most difficult, problematic, and draining aspect of their FASD journey.
Effective communication between home and school is vital to a successful educational experience for a child with FASD, as is the provision of FASD-informed academic and behavioural support and supervision of the child both within the class and playground. Usually, the unstructured activities and need to interpret social interactions in the playground make support and supervision in this area of school essential but sadly lacking.
In the tabs below you'll find some excellent national and international resources for education professionals.