The Matilda Centre’s new short video makes one essential point: trauma is the rule, not the exception, for young people with FASD. Between 58 and 95 percent have already lived through at least one traumatic event and, on average, they endure trauma 3.4 times more often than their peers. The clip unpacks why—that many children with FASD are raised outside their biological families, experience caregiver disruption, household violence or neglect, and later face stigma that compounds earlier harms—and explains that trauma and prenatal alcohol exposure interact to shape both the developing brain and everyday behaviour.

In classrooms those twin influences can collide. Cognitive challenges linked to FASD—immature executive functioning, sensory overload, impulsivity—are magnified when a student’s nervous system is on high alert after trauma. The result can look like chronic inattention, refusals, emotional explosions or sudden withdrawal. Left unaddressed, such reactions fuel academic failure, social isolation and rising mental‑health risks, while also leaving students more vulnerable to further victimisation and justice‑system involvement.

That is why the video urges educators to weave trauma‑informed practice together with a strengths‑based understanding of FASD. Practical moves include creating predictable routines, giving extra processing time, using clear visual cues, providing calm retreat spaces and, above all, focusing on safety, trust and belonging. When educators notice possible trauma signs, they can loop in counsellors or specialist services and draw on national tools such as LearningWithFASD to guide adjustments.

For deeper guidance the clip sign‑posts the revised 2018 handbook Fetal alcohol spectrum disorder (FASD) and complex trauma: a resource for educators. Written by experienced teachers, the book explains trauma, defines FASD, shows what the disability can look like in class and offers evidence‑based strategies—personalised learning plans, sensory supports, behaviour scaffolds and whole‑school frameworks—to help students thrive. It is designed for schools, community organisations and families and is organised around sections on historic trauma, the science of FASD, classroom action and further resources, all underpinned by a clear strengths‑based philosophy​.

Find more from Learning with FASD (Australia, April 2025)