Prenatal alcohol exposure (PAE) can affect how a child learns, develops and manages daily tasks. But can the data that is already collected by schools help us spot these neurodevelopmental differences? A study from the University of Salford using an existing dataset called “Born in Bradford” helps us understand this more clearly. The research team looked at Early Years Foundation Stage Profile (EYFSP) scores to determine whether there is a link between PAE and early learning outcomes.
Understanding the EYFSP
The EYFSP examines seven areas within early development such as, communication, numeracy skills, emotional development, literacy, and physical skills. Teachers observe children’s everyday development to judge if they are meeting the expected milestones. Due to the fact that all children are assessed during the same year of school, this allows for the understanding of development across a whole population. This includes children who may have been exposed alcohol during the prenatal stages but have not been diagnosed with Fetal Alcohol Spectrum Disorder (FASD).
Key Discoveries from the Study
The study analysed data from roughly 14,000 families. Around one in five mothers reported drinking alcohol at some point during their pregnancy. After researchers took into account important factors such as deprivation, smoking, mother’s education and the child’s age there was one clear result:
Children whose mothers had consumed five or more units of alcohol on at least one occasion per week from the fourth month of pregnancy were significantly less likely to reach the “Good Level of Development” on the EYFSP.
This level of drinking is common in the UK, equating to around two pints of beer or half a bottle of wine. Despite many considering this as “low risk” for adults, the study shows that even this level is impactful when a mother is pregnant.
Patterns that Reflect What We Already Know about FASD
The study also examined individual EYFSP sub-scores, and the largest differences were found in number skills and managing feelings and behaviour. These are both areas that are typically impacted in people with FASD and mirror familiar challenges relating to attention, memory, and emotional regulation. These findings show that early school data will be useful for identifying children who need extra support.
Why this Matters for Families and Professionals
The majority of children impacted by PAE will never receive a diagnosis, however this does not mean that they do not require any additional support. The data collected from this study shows how the impact of PAE on children can appear as early as the first year of primary school, even if children may not explicitly display symptoms.
Looking Ahead
These findings highlight the importance of teachers, health visitors and other professionals being aware of PAE and FASD. With the correct understanding and support, children affected by PAE can thrive, and early recognition is a vital first step.
You can read the full paper by clicking here.