School support for FASD

How FASD manifests itself in everyday school life

FASD is invisible and manifests itself differently in every child – we encounter these patterns particularly frequently:

• Impulse control: Reactions are immediate and unchecked – the child acts before they can think things through, and often regrets it afterwards.
• Working memory: What was mastered yesterday seems to have vanished today. What has been learnt is not retained reliably; multi-step instructions get lost along the way.
• Stimulus filtering & sensory overload: Noise, movement and a flood of sensory input are difficult to filter out – the child quickly becomes overwhelmed and ‘shut down’.
• Social naivety & boundaries: The child is open and trusting, but often fails to understand rules, consequences and personal space, and consequently finds themselves in difficult situations.
• Structure & Repetition: Without strict, consistent routines and plenty of repetition, the child loses their bearings.
• Daily form: What goes well one day may be impossible the next – the fluctuations are significant and not ‘learned’.

How our support helps

We start by building an understanding of FASD and take the pressure off everyday life – as much support as necessary, as little as possible:

• A clear, reliable structure: Consistent routines, clear steps and visible guidance provide stability where memory fails → Structuring
• Reducing pressure: In moments of overwhelm or conflict, we respond calmly and in a de-escalating manner, rather than making demands or imposing punishments → Low-arousal & de-escalation
• An understanding, trauma-sensitive approach: We interpret behaviour as a consequence of the injury, not as malice – and treat the child with patience and without shaming → Trauma-sensitive support
• Independence in small steps: We practise actions in tiny, often repeated units so that your child becomes more independent step by step → Promoting independence
• Independence as a goal: We withdraw our support as soon as your child no longer needs it.

Legal basis & application

In a school context, FASD is usually classified as a (potential) mental disability – in which case the Youth Welfare Office is responsible (Section 35a of Book VIII of the Social Code). If there is also an intellectual disability, the correct route is to apply for integration support through the social services office (Section 112 of SGB IX). We will work with you to clarify which agency is responsible in your specific case – and guide you through the application process.

How to apply for a school support worker in Brandenburg →

Qualifications of our support workers

Our school support workers undergo a multi-stage selection process and are trained at our own Splash Academy. For FASD, we provide targeted training on the invisible nature of the condition – on dealing with memory and impulse control issues, with feeling overwhelmed, and with significant daily fluctuations in well-being.

Become a school support worker at Splash →

Frequently asked questions

My child ‘can actually do it’ – so why isn’t it working?

With FASD, the knowledge is often there, but the ability to recall and control it is impaired. What has been learnt ‘disappears’ and does not reliably return when under pressure. This is not a lack of willingness, but part of the condition – and this is precisely where support involving structure and repetition comes in.

Does FASD go away over time?

FASD is a congenital, permanent condition. It cannot be ‘trained away’, but with reliable support, appropriate structures and an understanding environment, your child can cope much better.

Why are the days so different?

Significant fluctuations in daily form are part and parcel of FASD. We adapt flexibly to this, taking the pressure off on difficult days and making the most of good days without overwhelming the child.

Will this make my child dependent on support?

No. Our aim is independence. We provide as much support as necessary and gradually step back as soon as your child is able to cope with a situation on their own.

My child is very open and trusting – can the support help with this?

Yes. Social naivety and difficulties with boundaries are typical. We provide support in social situations, explain rules and consequences clearly, and protect your child from situations they are not yet able to handle.