Supporting Students with FASD and Neurocognitive Differences: Why Updated Knowledge Matters

This episode explores the essential, often invisible work educators do to support students with “complicated and beautiful brains.” Many Ontario teachers are navigating complex learning profiles with outdated or incorrect information—especially regarding Fetal Alcohol Spectrum Disorder (FASD).

In this episode, we break down:

• Why older terms like “FAS” are no longer used
• Why FASD is far more common than most educators realize
• How invisibility and underdiagnosis lead to misunderstanding
• Why traditional behavioural approaches often fail these learners
• And how updated curriculum guidance will better equip teachers to respond with clarity and compassion

The conversation highlights the resilience of educators, the importance of accurate neuroscience-informed tools, and the encouraging reality that change is already underway. By understanding the neurological roots of behaviour, we can replace judgment with insight and create classroom environments grounded in safety, dignity, and learning.

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