If you are under stress or being challenged by your child’s teacher about your child’s behaviour or ability to focus or learn, there are a few things  you can do yourself to help the situation. If your child has a diagnosis of FASD this will be helpful, however if your child does not have a diagnosis of FASD but is displaying symptoms, you can still use some of these approaches to help your child’s experience of school.

Are the school is aware of FASD? 

• FASD is a globally recognised neurodevelopmental disability, the most prevalent of its kind in Ireland. Behavioural patterns displayed in children and young adults living with FASD are  symptoms of the condition.
• It is important that the school is aware of FASD particularly when thinking about any form of discipline perhaps where the school code of behaviour has been breached. The actions may be outside of your child's control, their brain may have been over-stimulated or themselves provoked by a situation.
• If the school are aware of FASD, this may only be from their own research. FASD Ireland would recommend encouraging the Leadership Team, SENCO, Teachers and SNA's to attend our complimentary 'FASD in the Classroom' workshop.

What does it mean for a school to be FASD-Aware?

• For many years all schools have been quite similar, student conduct is expected to be the same, everyone gets treated the same way, everyone sits in class for the same length of time, for the same number of days a week. This regimented 'one size fits all' approach is beginning to change. Schools have started to make huge advances in relation to learning styles including the provision of resource classes and interactive learning. Schools also recognise that  people learn in different ways including visual, kinesthetic, aural, social, solitary, verbal and logical. Schools are already putting new processes into practice for children with additional education needs (AEN).
• For schools to become FASD-Aware it is important to understand how to best support a student living with FASD. This can be challenging, particularly when learning about FASD for the first time. We know that the child or young adult is unable to change, and so the onus is on the adult supporting the student, in whatever capacity, to make the changes that will provide the best support and learning environment.
• We would expect that the information and strategies shared from our 'FASD in the Classroom' workshop will be put into action within the entire school, not just focussed on one student. We would ask that a student mentor (possibly the Pastoral Lead or SENCO) supports the social, emotional, and mental wellbeing of someone living with FASD, meeting them at least once every day. This may mean shorter classes or being able to leave a class due to over stimulation, hyper vigilance or stress reaction. Support like this can make such a difference to the life of somebody with FASD in education. 
• When the school is FASD-Aware, this will reduce over stimulation for a student living with FASD and improve their school life.
• An FASD-Aware school will understand that homework brings its own set of challenges. Where possible school work should be carried out in school, leaving home for nurturing and regulation. If homework does arrive at home, we encourage you to help your child to complete the work. It is important to remember that your child might not remember the lesson to which the homework relates, and so be mindful if they are struggling. If the homework does not get completed, send a note or email to the teacher to let them know that your child did make an effort to complete it.

Working with the School / Board of Management:

• You as a parent or carer will know your child best, so offer to work with the Leadership team, SENCO, Teacher and SNA's if they have any challenges or questions about your child. 
• Always try to prevent your child from being excluded from class. This form of discipline will not work as the child will learn that acting out is a way to “escape” from an anxious situation.
• If the school is consistently giving your child a detention, you should speak to the Principal and discuss this. If the situation does not change consider taking the matter up with the Chair of the Board of Management.
• In relation to suspension and expulsion, if your child finds themselves facing either of these situations, we highly recommend you make contact with our national telephone helpline, FASD Hub Ireland. A priority will be preventing exclusion of any kind from happening if at all possible. Similar to detentions, an exclusion from school will not teach your child anything, except that negative behaviour is a good method of staying out of school. They will likely break the Code of Behaviour again hoping it will lead to exclusion again. 
• Remember you know your child best, offer to work with the school if they need help or advice on how to de-escalate situations. But we would always recommend having the Leadership team, SENCo, Teachers and SNA's at the school FASD trained to prevent situations arising in the first place. 
• Try to not criticise the school or the school’s staff in front of your child, as this might make your child’s behaviour justifiable in their own mind. We know it is not easy when you are frustrated, however be mindful of your audience.
• If you know that your child’s school is FASD-Aware and you or your child are still experiencing challenges, you can make a complaint to the Principal, and if that does not help, then directly to the Chair of the Board of Management. You should then be able to discuss the situation with the Board of Management who will work with you to try and resolve any issues you or your child may still be having in the school.

Is there much difference between Primary and Secondary School?

The approach to be taken should not be much different in Secondary and Primary school. It is important to remember that support you and your child has received at Primary School is not transferred to Secondary School. When seeking a Secondary School for your child, it is important to meet the SENCO and ask them about their knowledge and experience of FASD, also ask if they are a FASD-Aware school, and what support they can offer your child. If you do not have a FASD diagnosis for your child, but do have a diagnosis for any of the co-morbid conditions, then it is important to ensure that this is documented so that full-time SNA can be applied for by the Secondary school. If only a part-time SNA is funded, we would recommend the best use of their time is during unstructured classes such as Physical Education, Art, Home Economics, Construction, etc. Remember also, that in Secondary School there is much more movement around a school, as well as a dependence on timekeeping and also money for lunchtimes, which bring their own challenges.