POSH
FASD Executive Functioning & Online Safety
This is not about “not learning” or “not listening.”
Children with FASD often need repeated support, clear structure, and external safety systems to manage memory, impulse, and decision-making online.
This page helps parents support children with FASD by building structure, repetition, and safer defaults instead of relying on memory or self-control alone.
FASD support page
REPEAT. SIMPLIFY. STRUCTURE. PROTECT.
Online environments move fast and rely on memory, judgement, and decision-making. Children with FASD may need clear, repeated rules and strong external supports to stay safe.
POSH approach:
Do not rely on memory alone.
Build safety into the environment around the child.
How FASD affects online safety
Memory gaps — forgetting rules or past consequences
Difficulty understanding cause and effect
Impulse decisions without thinking ahead
Struggles with planning and predicting outcomes
Being easily influenced or led by others
Knowing a rule once does not mean it will be remembered or applied in the moment.
What it can look like online
- Repeating unsafe behaviours even after being told not to
- Forgetting rules about chats, sharing, or contact
- Sending messages, photos, or information impulsively
- Trusting people online too easily
- Being influenced by others to do risky things
- Struggling to connect actions with consequences
- Difficulty stopping once engaged in something
The issue is not intention — it is memory, impulse, and understanding.
The FASD risk pathway
Situation / trigger
↓
Impulse decision
↓
Action
↓
Consequence
↓
Not remembered or applied next time
Without support, the same situation can repeat again.
Where FASD increases online risk
- Private messaging and strangers
- Sharing personal information
- Pressure from peers or online contacts
- Games and chats that reward fast decisions
- Situations requiring judgement or prediction
- Repeated exposure to unsafe patterns
Fast environments make it harder to stop and think.
What does NOT work
- “You should know better by now.”
- “I already told you.”
- Expecting one explanation to stick
- Punishment without re-teaching
- Assuming the child will remember next time
Understanding once does not mean remembering later.
What actually helps FASD children
- Repetition of simple rules
- Clear, consistent routines
- Visual reminders and cues
- External controls and safeguards
- Breaking tasks into simple steps
- Immediate feedback and support
Safety should not depend on memory alone.
Practical tools parents can use
Write rules down and display them
Use simple “if this happens → do this” steps
Repeat rules regularly, not just once
Use parental controls and device limits
Supervise higher-risk apps or situations
Check in frequently without confrontation
The environment should help the child succeed.
Teaching cause and effect
Children with FASD may struggle to connect actions with consequences unless it is clearly explained and repeated.
- Explain what happened in simple steps
- Show the connection between action and outcome
- Repeat the explanation across situations
- Use real examples, not abstract ideas
- Revisit the same lesson often
Learning may take more repetition, not more pressure.
What to say to your child
“Let’s go through the rule again together.”
“If this happens, this is what we do.”
“You’re not in trouble — we’re practising this again.”
“I’ll remind you until it becomes easier.”
“You don’t have to remember everything — we’ll build it together.”
Skills to build
- Pause before acting
- Follow simple steps
- Recognise unsafe situations
- Repeat safe behaviours
- Ask for help when unsure
High-risk signs for FASD children online
Repeated unsafe behaviour despite being told not to
Trusting strangers or unsafe people easily
Forgetting rules about sharing or contact
Being influenced by others online
Struggling to stop or step away from risky situations
Repeated behaviour is a signal for more support — not more blame.
Parent approach that works better
- Stay patient and consistent
- Repeat rules without frustration
- Use structure instead of relying on memory
- Focus on teaching, not punishing
- Provide immediate support when needed
- Celebrate small improvements
Consistency builds safety over time.
Final POSH reminder
FASD requires repetition and structure.
Memory cannot be relied on alone.
External support creates safer outcomes.
Patience builds progress.
Build safety around the child — not just expectations on them.