It is often kept “under the radar” due to deep-seated social discrimination and the stigma surrounding maternal alcohol use.
This silence makes FAS one of the most misunderstood barriers to learning in our classrooms and homes. FAS is a permanent, neurological disability that exists on a vast spectrum. It is caused by brain damage in utero resulting from alcohol exposure during pregnancy. While some children require high-intensity specialised support, others appear neurotypical but struggle daily to keep up with a curriculum that isn’t designed for their unique brain architecture.
FAS is not a “one-size-fits-all” diagnosis. Multiple neurodevelopmental domains may be affected, including memory, attention, literacy and mathematics. However, a primary marker of the disorder is difficulty with executive functioning.
Because prenatal alcohol exposure physically disrupts the development of the prefrontal cortex – the brain’s command centre – children with FAS experience significant neurological challenges. These manifest as struggles with inhibitory control (impulsivity), working memory and cognitive flexibility (task switching).
In practical terms, a child may understand a rule intellectually but lack the neural connectivity to stop an impulsive action before it happens. They often struggle to hold and manipulate multiple pieces of information at once, making multi-step directions difficult to follow. Additionally, because the brain struggles with abstract reasoning and cause-and-effect, they may repeat mistakes despite previous consequences.
This creates a “dysmaturity” gap where a Grade 4 learner may have the physical stature of a ten-year-old but the social-emotional regulation of a six-year-old.
The transition from the Foundation Phase to the Intermediate Phase in school often marks a point of crisis. As the curriculum shifts from concrete, play-based learning towards abstract reasoning and independent time management, the gaps in the FAS child’s neurological wiring become more apparent. A child may struggle with the concept of time, the value of money or the ability to generalise rules from one subject to another. This is why a learner might excel in a creative art project but be unable to remember the sequence of a simple maths problem practised only an hour before.
Because many children with FAS possess average or even high intellectual capacity, their executive functioning deficits are frequently mislabelled as “naughtiness” or “laziness.” In a crowded classroom, acting without thinking or losing belongings is often misinterpreted as a lack of discipline rather than an underdeveloped “braking system.” Communication also plays a deceptive role: many children are incredibly expressive and fluent in multiple languages, leading educators to assume their comprehension is equally high. In reality, there is often a significant gap between what they can say and what they truly understand.
Supporting these children requires a collective shift in perspective. We must acknowledge that FAS is a physical disability of the brain and that the child’s struggles are not malicious. By embracing a growth mindset and the power of neuroplasticity, we can help build new neural pathways. This process, known as cognitive education, involves mediation – where an adult acts as a bridge between the child and the environment. Instead of just giving a task, the mediator “thinks aloud” with the child, helping them label their thoughts, categorise information and create mental maps that their brain doesn’t produce automatically.
Through consistent repetition and specific cognitive exercises, the brain can be “rewired” to develop better organisational habits and improved emotional regulation. This, in turn, creates opportunities for easier learning experiences that can move into long-term memory.
Classrooms and homes can be adjusted with visual schedules, simplified instructions and reduced sensory distractions. By providing rigid routines, allowing for repetition and focusing on strengths in sports or the arts, we can help these learners succeed. It truly requires a village to bridge these foundational gaps and understand that their behaviour is a reflection of their neurological wiring, not their intent.
Content by www.bellavista.co.za
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