IDEAS home Printed from https://ideas.repec.org/a/eee/cysrev/v163y2024ics0190740924002962.html
   My bibliography  Save this article

‘Trying differently’ towards improving school experiences: Systematically reviewing research on school experiences for students with Fetal Alcohol Spectrum Disorder (FASD) and their teachers

Author

Listed:
  • Reedman, Breana
  • Breen, Kyle
  • Wu, Haorui

Abstract

Fetal alcohol spectrum disorder is a complex brain-based developmental disability. Research on the experiences of children with Fetal Alcohol Spectrum Disorder (FASD) and their caregivers consistently highlights the difficulties and frequent exclusion they experience with the education system as one of the most stressful aspects of their lives. Previous studies have identified the need for more integrated approaches to support and learning for children with FASD that recognize the integral role of positive teacher-student relationships on student outcomes. A systematic review of existing research on the school experiences of children and youth with FASD and their teachers was conducted, and a critical iterative approach was used to interpret the data. Key findings are discussed, and important recommendations are made for researchers, policymakers, and educators to address the longstanding gaps in research and practice regarding the complex care and support needs of those with FASD from an anti-oppressive, destigmatized, and holistic framework.

Suggested Citation

  • Reedman, Breana & Breen, Kyle & Wu, Haorui, 2024. "‘Trying differently’ towards improving school experiences: Systematically reviewing research on school experiences for students with Fetal Alcohol Spectrum Disorder (FASD) and their teachers," Children and Youth Services Review, Elsevier, vol. 163(C).
    • Handle: RePEc:eee:cysrev:v:163:y:2024:i:c:s0190740924002962
    DOI: 10.1016/j.childyouth.2024.107724
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0190740924002962
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.childyouth.2024.107724?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:cysrev:v:163:y:2024:i:c:s0190740924002962. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/childyouth .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.