EXPLORE THE IMPACTS
Prenatal Use of Stimulants
Prenatal exposure to stimulants can have lasting effects on the brain, body, and behavior, particularly in areas of emotional regulation, attachment, and stress response. Children may overreact to perceived threats, struggle with trust, and find it difficult to manage frustration or execute tasks, often leading to behaviors that can be misunderstood by caregivers. Understanding these patterns is essential for providing compassionate support, structured guidance, and strategies that foster safety, connection, and the development of self-regulation skills.
Brain
Affects the fear, attachment and regulation center of the brain (limbic system). The individual may over read threat and may even look “paranoid.” Their sense of what is safe & what is not is often reversed. They may struggle with attachment, especially the feelings of safety & trust needed to form relationships. Regulating emotions and reactions will be challenged. They may go from “0-60” for what looks like little to “no reason”. However, there is always a reason and when it is not obvious to the caregiver, one can respectfully guess that the person is reacting to an implicit (unconscious) memory. Recognizing what is important (a big deal) and what is not important (not a big deal) is often reversed. All of the above are from damage to the limbic system and NOT A CHOICE.
Exposure to domestic violence in utero, birth to age 3 can result in the same impact as exposure to stimulant medication in utero.
Body
Prenatal exposure to stimulants can lead to diabetes, obesity and increased susceptibility to heart disease and cardiovascular functioning later in life.
This exposure can also increase blood pressure and heart rate even into adulthood.
Behavioral Patterns
A child exposed to stimulants prenatally may have lower frustration tolerance, difficulty handling stress, regulating emotional arousal and delaying gratification.
They may have difficulty executing action and a decreased ability to focus. It will be important to NOT shame and blame person for these difficulties but to support them through means of co-regulation, visual supports, patience and compassionate prompts to complete tasks at hand.
Supports
HELP FEELING SAFE AND LOVED
Connect the person with safe people and places.
Remind the person that they are not alone and you are here for them. Ask them how best you can support them if they start to feel scared.
Use calm safe language to help the person come back to the here and now. With a calm tone of voice, remind the person that they are safe and ask them to hold their pointer finger (a hug to the fear center of the brain) and breathe with you. Naming their emotions then letting go with a big deep breath.
Predict, practice, plan B before entering new situations.
Safety Script and calm box activities in the PSP workbook can also be helpful.
“First, then” action steps to help with executing action.
Flexible seating in school settings and ability to take focusing and energizing brain breaks when needed.