After their son, a first-grade student diagnosed with autism, was suspended for turning a sandwich into a gun and pointing it at classmates during lunch, his parents are voicing concerns. They believe that the school’s strict disciplinary policies overlook the challenges posed by their son’s developmental disability.
Six-year-old John Medina faced suspension last March while attending Sarah Harp Elementary School in Fayette County, which is located south of Atlanta.
John was diagnosed with level 1 autism at the age of four; he was later also diagnosed with ADHD. According to his parents, this condition can complicate a child’s grasp of social cues and norms.
In a conversation with Fox News Digital, Kristin and Juan “Ricky” Medina expressed their frustration. Despite John’s academic accomplishments, the school’s rigid policies and scarcity of initial developmental support have culminated in around 15 suspensions and over 20 disciplinary actions since the beginning of 2023.
The couple pointed out that not all incidents warranted such measures. For instance, actions like drawing pictures or mimicking gun gestures have also led to disciplinary measures, which they deem excessive.
They shared their concerns about John’s struggles to form friendships and the loneliness he experiences. These repeated disciplinary actions have impacted his self-esteem significantly.
John has taken to calling himself a “bad kid,” a sentiment that reflects how he perceives treatment from peers and the school environment. Kristin was initially taken aback to learn of the suspension linked to the sandwich incident, questioning the school’s “strike” system that penalizes minor actions, such as making hand gestures or mentioning the word “gun.”
“It was upsetting to find out that he was getting into trouble for something so trivial,” Kristin commented.
Ricky added that it felt like the school was intensifying its punishment for minor offenses—things that might not even have warranted a suspension.
Although John has been involved in some more serious incidents, like pushing another student during PE or striking a classmate with a branch, his parents argue that many of the school’s disciplinary actions are linked to harmless gestures.
Other innocuous behaviors, such as drawing a picture of a Pilgrim with a turkey on Thanksgiving, have also come under scrutiny. While the family doesn’t discuss weapons frequently at home, they acknowledge that John is exposed to various influences outside.
It’s common for children to develop an imaginative interest in weapons, but John’s autism makes it challenging for him to restrain his verbal expressions like his peers do.
They emphasized that typical punitive measures wouldn’t be effective for him. For instance, simply saying the word “gun” shouldn’t imply that he could quit school following a tough day.
“Instead of isolating him, why not use this as a teaching moment? Explain why such behaviors aren’t appropriate in school,” Kristin suggested.
Initially, the school seemed resistant to recognizing developmental factors as considerations. Kristin revealed that the school refused to provide John with an Individualized Education Program (IEP), claiming his academic performance was too strong, and they were unable to recognize his autism.
After several suspensions and a second evaluation, it took about a year and a half for the school to finally approve his IEP, which also recognized his ADHD.
The family worries that the focus on seemingly trivial behavior during John’s formative years could reinforce his negative self-image and foster a desire to escape school.
John’s reluctance to attend school stems from fears of being mocked for his choices. “I just want to see him gain confidence, improve his self-esteem, and start making friends,” Kristin expressed. “Feeling lonely shouldn’t be his norm.”
Despite these challenges, John finished the previous school year on a positive note, reading at a third-grade level and narrowly missing the criteria for a talented and gifted program.
Recently, it seems the school has relaxed its suspension policies, particularly after the family secured the assistance of educational advocate Donna Reynolds to represent them.
Currently, John has a behavior plan that includes an aide during unpredictable situations like lunch, recess, and PE. He is now spending part of his day in a smaller, more controlled classroom, and his parents report significant improvements.
“I would hope for lighter penalties, like avoidance of suspension,” Ricky remarked. “Continual dialogue could help him learn and allow focus on truly serious issues instead.”
Fox News Digital reached out to Fayette County Public Schools for comment regarding John’s circumstances. While they did not provide specific details, they encouraged a comprehensive review of John’s disciplinary history, rather than concentrating on just one incident.
