This episode originally aired as Episode 95 on December 5, 2024.

The most wonderful time of the year for some… yet not for others.

In this episode, Angela talks about ways to reduce both the impact of and the incidents of prenatal alcohol/substance exposed pregnancies. She encourages consideration for more broad and informal prevention efforts regarding healthy pregnancies now that we have just learned that prevalence rates of FASD in North America have increased to a still conservative estimate of 8%!

Angela also shares some thought provoking ideas around ensuring the holidays are the best they can be for you and your circle. This may mean re-evaluating traditions and creating new ones, and also creating some compassionate boundaries.

🎙️ BONUS | Listen into this episode in French

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Soutenir les élèves ayant un TSAF ou des différences neurocognitives : Pourquoi une mise à jour des connaissances est essentielle

Cet épisode explore le travail crucial — et souvent invisible — que les éducateur·trices accomplissent pour soutenir des élèves ayant des « cerveaux compliqués et merveilleux ». En Ontario, de nombreux·euses enseignant·es doivent composer avec des profils d’apprentissage complexes tout en s’appuyant sur une information dépassée ou inexacte, particulièrement en ce qui concerne le Trouble du spectre de l’alcoolisation fœtale (TSAF).

Nous expliquons :

• Pourquoi des termes comme « SAF » ne sont plus utilisés
• Pourquoi le TSAF est beaucoup plus fréquent qu’on le croit
• Comment l’invisibilité et le sous-diagnostic mènent à des malentendus
• Pourquoi les approches comportementales traditionnelles échouent souvent
• Et comment les mises à jour du curriculum permettront aux enseignant·es d’intervenir avec clarté et compassion

Cette conversation met en lumière la résilience des éducateur·trices, l’importance d’outils fiables basés sur les neurosciences, ainsi que la bonne nouvelle que des changements sont déjà en cours. En comprenant les racines neurologiques du comportement, nous pouvons remplacer le jugement par l’observation éclairée et créer des environnements scolaires fondés sur la sécurité, la dignité et l’apprentissage.

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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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