Also known as fetal alcohol syndrome disorder, FASD can happen when a pregnant woman drinks alcohol and passes this through in her blood to the baby through the placenta.
Babies cannot process alcohol which means it stays in their body for a long time, potentially damaging the brain, body and preventing normal development.
In some cases it can lead to the loss of the pregnancy, or lifelong problems for the babies who are born.
FASD children often display distinct facial features, such as small eyes and a thin upper lip, have stunted growth and cognitive learning and behaviour issues caused by damage to the central nervous system.
Medical experts say there is no safe limit for drinking alcohol in pregnancy and advise expectant mothers not to drink at all.
The types of FASD
- Foetal Alcohol Syndrome (FAS): This is characterised by abnormal facial features, slow physical growth, and central nervous system (CNS) problems
- Partial Foetal Alcohol Syndrome (pFAS): Involves some, but not all, of the physical characteristics and CNS issues
- Alcohol-Related Neurodevelopmental Disorder (ARND): Primarily affects cognition, behaviour, and learning without typical facial features
- Alcohol-Related Birth Defects (ARBD): This includes physical abnormalities, such as heart, kidney, or bone problems, as well as vision or hearing problems
FASD can have lifelong effects with individuals struggling with independent living, education and relationships. They are also at higher risk of mental health problems.
There is no cure for FASD but early intervention may help to improve outcomes.
Supporting a FASD pupil in the classroom
- Use simple language to give instructions rather than abstract comments. For example, say “put the red pen in the blue box” rather than “tidy up”
- Give only one instruction at a time to allow them time to process
- Use gestures, demonstrations, and diagrams to clarify what is required
- Have a consistent routine in the classroom, as predictability will help with anxiety
- Break down tasks in smaller, more manageable steps
- Use visual aids such as number lines or puppets to make concepts tangible
- Incorporate multisensory activities and movement
- Focus on strengths by identifying and building on the child’s abilities in sport, art, music or wherever their interests lie
- Teach deep breathing, mindfulness, and use visual cues to help them explain their feelings
- Praise effort and achievements to build their confidence
- Learn to understand their behaviour, which may be communicating a need rather than being a deliberate disruption
- Build resilience by creating a kind, welcoming environment and support from trusted adults.
.*For more information go to https://www.nhs.uk/conditions/fetal-alcohol-spectrum-disorder/
