The parents of a young boy with autism are voicing concerns after their son faced suspension for crafting a sandwich to resemble a gun and gesturing it at another child during a lunch break. They argue that the school’s disciplinary standards fail to consider his developmental challenges.
The child, six-year-old John Medina, was a first-grader at Sarah Harp Elementary School in Fayette County, Georgia, south of Atlanta. Diagnosed with level 1 autism at age four and later with ADHD, John struggles with social norms, his parents say.
Krisitin and Juan “Ricky” Medina, John’s parents, explained in an interview that although academically talented, their son has experienced around 15 suspensions and over 24 disciplinary incidents since 2023. They pointed out that while some incidents warranted action, others, such as harmless drawings and hand gestures, were subject to unneeded disciplinary measures.
These repeated disciplinary actions have impacted John’s self-image, adding to his already challenging social interactions. His parents noted that he often feels excluded and refers to himself negatively.
Krisitn expressed surprise over John’s suspension for the sandwich incident, questioning the school’s “strike” system. Ricky echoed this, feeling the school was overly strict on minor issues, which might not have warranted suspension.
John’s involvement in some physical incidents, such as pushing and hitting classmates, has also contributed to his disciplinary record. However, many actions were deemed harmless by his parents. They specifically avoid discussing weapons at home but recognize outside influences and John’s challenges in filtering his actions and speech.
Given his autism, traditional discipline methods fail to be constructive, potentially misinforming him about leaving school under pretenses. Krisitin advocates for turning incidents into teachable moments.
The family initially struggled to get developmental support from the school, such as an Individualized Education Program (IEP). Kristin noted the school’s reluctance due to John’s high academic performance and initial oversight of his autism.
After much effort, including further evaluations, John obtained an IEP. His parents worry about the focus on behaviors they deem typical for his age, which may affect his self-confidence and school engagement negatively.
Encouragingly, John completed the last school term on a high note, surpassing his grade level in reading and nearly qualifying for advanced programs. The school is now easing on suspensions, especially after the family involved a special education advocate.
John’s current behavioral plan includes an aide for unstructured times and smaller classes, where his performance excels.
Ricky hopes for reduced severity in punishments and more opportunities for constructive learning from incidents. The Fayette County Public Schools district did not comment on specifics but highlighted the importance of viewing John’s entire disciplinary context.