Trainee Series: Wraparound Supports – Supporting Students with FASD at School

canfasdblog

2 days ago

Written by Kiana Chubey, member of the 2025 CanFASD Trainee Program.

I was first introduced to the idea of wraparound supports through my research work. I think wraparound supports are important, especially for students with Fetal Alcohol Spectrum Disorder (FASD), as they act as a bridge between school and home life. Wraparound supports provide students with FASD with integrated supports and advocacy to ensure that their environment is best suited to meet their needs.

What are wraparound supports?

Wraparound supports are comprehensive, individualized supports created to help youth and families with complex needs.¹ They provide holistic supports across multiple settings (e.g., school, home). Wraparound supports are family-centred and families are active participants and decision makers in the wraparound process. Families work in collaboration with individuals in youths’ lives including teachers, school staff, healthcare providers, and community workers. Wraparound supports are delivered from a strength-based perspective meaning that youths’ strengths are leveraged to help them overcome challenges. Team members work together to create a wraparound plan to address youths’ social, emotional, and behavioural needs. Services are adapted in response to changes in youths’ needs.

How can wraparound supports help students with FASD?

Students with FASD have unique strengths and challenges at school. They often experience difficulties with learning² and can feel overburdened with school expectations and requirements.³ Students with FASD can also have challenges with self-regulation which can result in conflicts and disruptions at school. In terms of strengths, students with FASD often have individual talents in art, drama, music, and sports.⁴⁻⁵ Wraparound supports can provide students with FASD with additional supports embedded within the school system. This can involve a wraparound coordinator along with caregivers, teachers, principal, school staff, school boards, and community advocacy organizations.

What are the Principles of Wraparound Supports?⁶

Wraparound supports are guided by the following 10 principles:

Family voice and choice. Wraparound supports are based on the family’s perspectives and opinions including the family’s culture, beliefs, and preferences.
Team based. Individuals who take part in the wraparound process are chosen by the family.
Natural supports. The family’s support circle is encouraged to fully participate in wraparound supports.
Collaboration. Team members collaborate and work together to design, implement, and revise the wraparound plan.
Community-based. Wraparound supports are accessible and take place within the family’s community.
Culturally competent. Diversity in perspectives, values, traditions, and cultures are acknowledged, respected, and prioritized during the wraparound process.
Individualized. Wraparound supports are personalized in order to meet the needs of the student and family, and the goals of the wraparound plan.
Strength-based. The family’s unique strengths and capabilities are drawn upon and enhanced throughout the wraparound process.
Persistence. The team perseveres with their work through difficulties until the goals of the wraparound plan have been met.
Outcome based. Both the family and team members are held accountable for achieving the goals of the wraparound plan. Outcomes are monitored and the wraparound plan is adjusted as needed.

What are outcomes of wraparound supports?¹⁷⁸

Wraparound supports have been linked to numerous positive outcomes. These include:

Increased academic achievement
Reduced school dropouts
Higher grades
Increased school attendance
Higher rates of high school graduation
Stronger relationships with caregivers and teachers
Improved mental health
Reduced caregiver stress

What is the process of wraparound supports?⁹

The process of wraparound supports usually happens in 4 phases:

Engagement and team preparation. The wraparound coordinator meets with the student and family to explain the process and discuss any concerns. Together they decide on who will be part of the wraparound team.
Initial plan development. The wraparound coordinator, family, and team share their perspectives, decide on goals, and create a plan to achieve the goals.
Ongoing implementation and refinement. The wraparound plan is implemented through problem solving and changes to the plan are made when necessary.
Transition from wraparound. When the goals of the wraparound plan are met, a transition plan is created. Additional services and supports within the community are identified. The student then transitions from wraparound supports to other supports available in their community.

Wraparound supports provide an opportunity to support students with FASD and their families. They are team based, holistic, collaborative, and strength-based, with the goal of promoting the academic success of students with FASD.

Resources

References

Hill, R. A. (2020). Wraparound: A key component of school-wide culture competence to support academics and socio-emotional well-being. Peabody Journal of Education, 95(1), 66–72. https://doi.org/10.1080/0161956X.2019.1702424
2. Popova, S., Lange, S., Burd, L., Nam, S., & Rehm, J. (2016). Special education of children with fetal alcohol spectrum disorder. Exceptionality, 24(3), 165–175. https://doi.org/10.1080/09362835.2015.1064415
3. Reedman, B, Breen, , & Wu, H. (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, 163, 107724. https://doi.org/10.1016/j.childyouth.2024.107724
Sanders, J. L., & Buck, G. (2010). A long journey: Biological and non-biological parents’ experiences raising children with FASD. Journal of Population Therapeutics and Clinical Pharmacology, 17(2), e308–e322.
Flannigan, K., Kapasi, A., Pei, J., Murdoch, I., Andrew, G., & Rasmussen, C. (2021). Characterizing adverse childhood experiences among children and adolescents with prenatal alcohol exposure and fetal alcohol spectrum disorder. Child Abuse & Neglect, 112, 104888. https://doi.org/10.1016/j.chiabu.2020.104888
6. Bruns, E. J., Walker, J. S., Adams, J., Miles, P., Osher, T. W., Rast, J., VanDenBerg, J. D., & National Wraparound Initiative Advisory Group (2004). Ten principles of the wraparound process. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University.
7. Caldas, S. J., Gómez, D. W., & Ferrara, J. (2019). A comparative analysis of the impact of a full-service community school on student achievement. Journal of Education for Students Placed at Risk, 24(3), 197–217. https://doi.org/10.1080/10824669.2019.1615921
8. Painter, K. (2012). Outcomes for youth with severe emotional disturbance: A repeated measures longitudinal study of a wraparound approach of service delivery in systems of care. Child & Youth Care Forum, 41(4), 407–425. https://doi.org/10.1007/s10566-011-9167-1
9. Walker, J. S., Bruns, E. J., VanDenBerg, J. D., Rast, J., Osher, T. W., Miles, P., Adams, J., & National Wraparound Initiative Advisory Group (2004). Phases and activities of the wraparound process. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University.

Kiana Chubey is a graduate student in the School and Clinical Child Psychology program at the University of Alberta. Her research is examining the impacts of school-based wraparound supports for students with FASD. In her free time, she enjoys reading, painting, and spending time with her family, friends, and cats.