Educational Knowledge, Practices, and Professional Development Needs Related to Fetal Alcohol Spectrum Disorder (FASD) Among K–12 Educators in Rural Appalachia
Abstract
Fetal Alcohol Spectrum Disorder (FASD) is a lifelong neurodevelopmental condition associated with cognitive, behavioral, and adaptive functioning challenges that can significantly affect students’ academic performance and school success. Despite its estimated prevalence, FASD is frequently underrecognized in educational settings, and many educators report limited preparation for supporting students affected by prenatal alcohol exposure. This gap may be especially pronounced in rural regions, where access to specialized training, diagnostic services, and educational resources is often limited. The purpose of this study is to examine K–12 educators’ knowledge, perceptions, instructional practices, perceived barriers, and professional development needs related to FASD in rural Appalachian school districts. Using a cross-sectional, descriptive design, data will be collected through an anonymous online survey administered via Qualtrics over a four- to six-week period. Participants will include educators and school professionals such as general and special education teachers, administrators, counselors, and related service providers working in rural Appalachian settings. The survey includes demographic items, multiple-choice knowledge questions, Likert-scale measures of confidence and perceptions, items assessing instructional strategies and collaboration practices, and optional open-ended questions regarding barriers and training needs. Quantitative data will be analyzed using descriptive statistics, group comparisons, and correlational analyses to explore relationships among knowledge, training, experience, and reported practices. Open-ended responses will be examined using structured qualitative content analysis to identify common themes. Findings from this study will provide insight into current levels of FASD awareness and classroom support in rural Appalachian schools. Results are expected to identify gaps in educator preparation and inform the development of targeted professional learning, resource allocation, and evidence-informed guidance to improve educational outcomes for students affected by FASD.
Start Time
15-4-2026 10:00 AM
End Time
15-4-2026 11:00 AM
Room Number
271
Presentation Type
Oral Presentation
Presentation Subtype
UG Orals
Presentation Category
Education
Student Type
Undergraduate
Faculty Mentor
Luann Ley Davis
Educational Knowledge, Practices, and Professional Development Needs Related to Fetal Alcohol Spectrum Disorder (FASD) Among K–12 Educators in Rural Appalachia
271
Fetal Alcohol Spectrum Disorder (FASD) is a lifelong neurodevelopmental condition associated with cognitive, behavioral, and adaptive functioning challenges that can significantly affect students’ academic performance and school success. Despite its estimated prevalence, FASD is frequently underrecognized in educational settings, and many educators report limited preparation for supporting students affected by prenatal alcohol exposure. This gap may be especially pronounced in rural regions, where access to specialized training, diagnostic services, and educational resources is often limited. The purpose of this study is to examine K–12 educators’ knowledge, perceptions, instructional practices, perceived barriers, and professional development needs related to FASD in rural Appalachian school districts. Using a cross-sectional, descriptive design, data will be collected through an anonymous online survey administered via Qualtrics over a four- to six-week period. Participants will include educators and school professionals such as general and special education teachers, administrators, counselors, and related service providers working in rural Appalachian settings. The survey includes demographic items, multiple-choice knowledge questions, Likert-scale measures of confidence and perceptions, items assessing instructional strategies and collaboration practices, and optional open-ended questions regarding barriers and training needs. Quantitative data will be analyzed using descriptive statistics, group comparisons, and correlational analyses to explore relationships among knowledge, training, experience, and reported practices. Open-ended responses will be examined using structured qualitative content analysis to identify common themes. Findings from this study will provide insight into current levels of FASD awareness and classroom support in rural Appalachian schools. Results are expected to identify gaps in educator preparation and inform the development of targeted professional learning, resource allocation, and evidence-informed guidance to improve educational outcomes for students affected by FASD.
