ArticleAlcohol, clinical & experimental research2025
Preventing exclusionary discipline and adverse life experiences in FASD: Teachers' ability to recognize students with FASD in the classroom and develop and implement preventative strategies to support learning and behavior.
Article in Alcohol, clinical & experimental research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundPeople with fetal alcohol spectrum disorders (FASD) experience significant behavioral and academic challenges and high rates of exclusionary discipline practices (EDP). This study investigated teachers' perspectives on barriers and facilitators to recognizing students with FASD in the classroom, and how teachers develop and use preventative strategies to support students with FASD.
methodsQualitative interviews were conducted with 23 teachers with experience educating students with FASD. Data analysis used a phenomenological approach and content analysis.
resultsTeachers identified barriers to recognition of students with FASD, including lack of diagnosis, stigma and discrimination, variability and inconsistency in skills, and compensatory strategies. Experienced teachers could recognize students with FASD and effectively supported students by tailoring existing strategies to the student's profile, building a positive relationship with the student, reframing their understanding of the student's behavior, and collaborating with others.
conclusionsResults indicate experienced teachers' potential to reduce adverse outcomes and EDP for students with FASD.
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