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.

Abstract

Background: People 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.

Methods: Qualitative interviews were conducted with 23 teachers with experience educating students with FASD. Data analysis used a phenomenological approach and content analysis.

Results: Teachers 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.

Conclusions: Results indicate experienced teachers' potential to reduce adverse outcomes and EDP for students with FASD.