A classroom guide to common difficulties, what might be behind them, and what helps.
FASD Compass · fasdcompass.co.uk/behaviour-guide/
Behaviour is often a way of showing that something is hard. Choose a common classroom difficulty to see what might be behind it and what helps. The ideas work for many pupils, whether or not they have FASD or any diagnosis.
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No behaviour is diagnostic of FASD
The difficulties below are common in many children. They can be linked to language difficulties, learning needs, ADHD, autism, anxiety, trauma, sleep problems, hearing or vision problems, illness, bullying or events at home. This guide does not identify, confirm or rule out FASD. Never guess about alcohol exposure in pregnancy from a pupil’s behaviour, family or care history.
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If you are worried a child is being harmed
Follow your school’s safeguarding or child protection procedures straight away and speak to your designated safeguarding lead. See SEN support and safeguarding.
Choose a Difficulty
Does not follow instructions
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Has not understood the words used, even if they can repeat them
Has lost track of a long or multi-step instruction
Needs more time to process what was said
Did not hear it, because of noise, distraction or a hearing difficulty
🍎Supportive teaching approaches
Give one instruction at a time, in the order it should be done
Show as well as tell, by modelling the first step
Leave a written or picture checklist on the desk
Check understanding by asking the pupil to show you
🏫Environmental adjustments
Reduce background noise when giving instructions
Seat the pupil where they can see and hear you clearly
Keep a visual timetable and task board in sight
💬Communication strategies
Say the pupil’s name and get their attention first
Use short, plain sentences
Wait before repeating, then use the same words
📣When more assessment may be needed
There are concerns about hearing, vision or understanding of language
Difficulties continue despite consistent support over time
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Forgets what was learned
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Difficulty storing or finding information in memory
Learning was taught once, without enough practice
Tiredness, stress or a poor night
The skill was taught in a different setting
🍎Supportive teaching approaches
Expect to reteach, and plan regular recaps
Use the same routines, words and visuals each time
Practise skills in different places and contexts
Use hands-on and multi-sensory teaching
🏫Environmental adjustments
Display key facts and vocabulary where they are used
Use memory aids, such as checklists, number lines and word banks
💬Communication strategies
Avoid saying “but you knew this yesterday”
Praise effort and small steps
📣When more assessment may be needed
Progress is much slower than expected despite good teaching
There are big differences between what the pupil can do on different days or in different subjects
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Seems not to listen
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Attention is easily pulled away by other things
Has switched off because the language is too complex
Is anxious, tired or overwhelmed
May have a hearing difficulty
🍎Supportive teaching approaches
Break talk into short chunks with pauses
Use visuals and demonstrations alongside speech
Build in chances to move and respond
🏫Environmental adjustments
Seat near the teacher and away from doors and windows
Reduce clutter and noise around the pupil
💬Communication strategies
Get the pupil’s attention before speaking
Ask them to show you what they need to do
📣When more assessment may be needed
A hearing check has not been done recently
Attention difficulties affect learning in most lessons and at home
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Leaves their seat or wanders
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Needs to move to stay alert
Is avoiding a task that feels too hard
Is overwhelmed by noise or a busy room
Is unsure what to do next
🍎Supportive teaching approaches
Plan short movement breaks or jobs into lessons
Break tasks into small steps with a clear finish
Use a visual timer so the pupil can see how long is left
🏫Environmental adjustments
Agree a place the pupil can go, and how they ask
Offer a standing desk or wobble cushion if suitable
💬Communication strategies
Use calm, private reminders
Praise the pupil when they return or stay with the task
📣When more assessment may be needed
The pupil leaves the room or the school site, or puts themselves in danger
Restlessness is constant across settings
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Refuses or avoids work
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
The task feels too hard or unclear
Fear of getting it wrong or being seen to fail
Tiredness or sensory overload
Does not know how to start
🍎Supportive teaching approaches
Make the first step very small and easy to succeed at
Offer a choice between two tasks or ways to work
Show a finished example
🏫Environmental adjustments
Reduce the amount on the page
Offer a quieter place to work
💬Communication strategies
Avoid public confrontation
Use “first, then” language, such as first maths, then computer
📣When more assessment may be needed
Refusal is increasing or spreading to school attendance
The pupil appears very anxious, low in mood or withdrawn
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Outbursts or meltdowns
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Overwhelmed by noise, demands or change
Has misunderstood what happened or what was said
Hungry, tired, in pain or unwell
Something has happened at home or with peers
🍎Supportive teaching approaches
Learn the early signs and act before things escalate
Teach calming strategies when the pupil is calm, not during an outburst
Plan for known hard times of the day
🏫Environmental adjustments
Agree a calm space and how the pupil gets there
Lower the noise and remove an audience
💬Communication strategies
Use few words and a calm, low voice
Talk about what happened later, when the pupil is calm, using pictures or drawing
📣When more assessment may be needed
Outbursts are frequent, severe or put anyone at risk
There has been a change in behaviour that has no clear cause
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Says things that are not true
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Is filling gaps in memory with what seems to make sense (sometimes called confabulation)
Wants to please the adult or give the answer they think is wanted
Is easily influenced by leading questions
Is trying to avoid getting into trouble
🍎Supportive teaching approaches
Focus on what needs to happen now, rather than proving what happened
Use visual records, such as photos or a diary, to support memory
🏫Environmental adjustments
Have more than one adult or source of information when something important happens
💬Communication strategies
Ask open questions, such as “tell me what happened”, not leading ones
Avoid asking the pupil to promise or explain why
📣When more assessment may be needed
The pupil describes something that could mean they are being harmed. Follow your safeguarding procedures straight away.
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Takes things that belong to others
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Does not fully understand ownership, or forgets whose it is
Acts on impulse before thinking
Is being encouraged by peers
Needs something, such as food or equipment
🍎Supportive teaching approaches
Teach ownership rules directly and practise them
Label belongings and shared equipment clearly
🏫Environmental adjustments
Reduce chances, by keeping valuable items out of sight
Supervise at times when this happens most
💬Communication strategies
Calmly return the item without a long conversation
Use simple, concrete rules, such as “ask before you touch”
📣When more assessment may be needed
The pupil may not have enough food, clothing or equipment at home. Follow your safeguarding procedures.
Peers may be exploiting the pupil
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Struggles with transitions
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Change feels unpredictable and unsafe
Finds it hard to stop one activity and start another
Is unsettled by new adults, rooms or routines
🍎Supportive teaching approaches
Give warnings before changes, with a visual timer
Use a now and next board
Prepare the pupil for planned changes, such as trips or supply staff
🏫Environmental adjustments
Keep the visual timetable up to date and in sight
Offer a buddy or early leave pass for moving around school
💬Communication strategies
Explain changes simply and early
Use the same words for the same routines
📣When more assessment may be needed
Transitions lead to distress most days
Anxiety is affecting attendance or wellbeing
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Social conflict or friendship difficulties
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Finds it hard to read social cues or understand others’ intentions
Social skills may be younger than their age
Is easily led or wants to fit in
May be being bullied
🍎Supportive teaching approaches
Teach social skills directly, using role play and stories
Use structured group roles in lessons
🏫Environmental adjustments
Offer structured activities or a club at break and lunch
Make sure supervising staff know the pupil’s plan
💬Communication strategies
Talk through situations afterwards, using drawings or comic strips
Avoid assuming intent to hurt others
📣When more assessment may be needed
The pupil is often isolated, bullied or targeted
There are concerns about exploitation, online risk or unsafe relationships. Follow your safeguarding procedures.
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Finds break, lunch or trips hard
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Unstructured time has no clear rules or routine
Busy, noisy spaces cause overload
Social demands are high
🍎Supportive teaching approaches
Teach what to do at break and lunch, using visuals
Plan trips carefully, with clear expectations and a named adult
🏫Environmental adjustments
Offer a quieter space or club option
Increase supervision where incidents happen
💬Communication strategies
Remind the pupil of the plan just before break
Check in briefly afterwards
📣When more assessment may be needed
Incidents at break or lunch happen often or are getting worse
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Homework is not done
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Has forgotten it was set, or what to do
Too tired after a demanding school day
Home routines are already a struggle
Does not understand the task without support
🍎Supportive teaching approaches
Write homework down for the pupil or give a printed copy
Keep homework short, clear and practice based
🏫Environmental adjustments
Offer a homework club or time in school
💬Communication strategies
Agree homework expectations with the family
Avoid removing break as a sanction for missed homework
📣When more assessment may be needed
Homework is causing distress at home
The pupil cannot complete work without full adult support
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Performance varies from day to day
Many children show this behaviour. It has many possible causes and is not a sign of FASD on its own.
🔍Possible underlying needs
Memory and attention can vary from day to day
Sleep, health, stress and changes affect learning
The demands of the task or setting may have changed
🍎Supportive teaching approaches
Teach to the pupil’s typical day, not their best day
Keep a simple record of good and hard days to spot patterns
🏫Environmental adjustments
Keep routines and support the same, even on good days
💬Communication strategies
Avoid saying “you could do it yesterday”
Share good and hard days with the family
📣When more assessment may be needed
The pattern is getting worse or there has been a sudden change
There are concerns about sleep, health or something happening outside school
Talk to your SENCO or ALNCo and the family. Ask about hearing and vision checks, and advice from an educational psychologist, speech and language therapist or a health professional, as needed.
Find out how SEN support, ALN and additional support for learning work in each UK nation on the school support pathways page.
Sources: National FASD for educators: https://nationalfasd.org.uk/learn-more/practitioners/educators/ · SIGN 156: https://www.sign.ac.uk/guidelines/children-and-young-people-exposed-prenatally-to-alcohol/
Last reviewed: November 2026 by Dr Inyang Takon, Consultant Neurodevelopmental Paediatrician. For information only. This does not replace advice from professionals who know the pupil, or your school, local authority or health board policies.
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