In a contentious issue that has ignited debates on disciplinary practices, a Georgia couple is voicing their concerns after their young son with autism faced suspension. The first-grader was disciplined for shaping his sandwich into what resembled a gun and pointing it at another student during lunchtime, actions that his parents argue aren’t given appropriate context given their son’s developmental challenges.
At just six years old, John Medina found himself suspended from Sarah Harp Elementary School in Fayette County, located just south of Atlanta. Diagnosed with level 1 autism at the tender age of four and later with ADHD, John’s parents explain that his conditions often hinder his ability to grasp standard social conventions.
Speaking candidly with News Media, Kristin and Juan “Ricky” Medina shared insights into their son John’s academic prowess and how, surprisingly, the school’s inflexible disciplinary approach coupled with inadequate developmental support has resulted in nearly 15 suspensions and over two dozen disciplinary measures since the year 2023. While they acknowledge that some of these incidents demanded attention, they believe benign behaviors, such as drawing hunt scenes or mimicking handguns, have been unnecessarily scrutinized.
This extensive record of discipline has negatively impacted John’s self-worth, an especially tough blow given his struggles with socialization and feelings of loneliness, his parents lament. John reportedly refers to himself as a “bad kid,” a self-assessment believed to be a reflection of both peer interactions and the treatment he receives within the school environment.
Kristin and Ricky Medina proudly pose with their son, John, in the warmth of a park setting. (Photo courtesy of the Medina family)
Kristin said she was initially shocked to learn that John had been suspended over the sandwich incident, questioning the school’s reported “strike” system, in which minor actions such as making a hand gesture or saying the word “gun” can escalate to suspension.
“It was upsetting for me to hear that it was, that is what he was getting in trouble for,” Kristin said.
“I felt like they were cracking down more on small stuff, you know, stuff that maybe he didn’t need to be suspended for,” Ricky added.
While John has been involved in physical incidents, including pushing another student in PE and hitting a classmate with a branch, his parents said many official disciplinary actions stemmed from what they considered harmless hand gestures. Other standard behaviors, like drawing a pilgrim shooting a turkey for Thanksgiving, also drew intense school scrutiny, they said.
They added that weapon-related topics are specifically not discussed in their home, but said they cannot control the outside influences John encounters. They added that children can naturally develop an imaginative fascination with weapons, but John’s autism makes it more difficult for him to filter his speech in the way other children might.
The Medina family lives in Fayette County, Georgia, south of Atlanta. (Courtesy of the Medina family)
They also stressed that, because of his autism, traditional punishments are ineffective and could inadvertently reinforce the idea that saying the word “gun” will allow him to leave school when he is having a bad day.
“Instead of singling him out, just make it a teachable moment for him. Teach, ‘Hey, we don’t do this in school because of this reason, it’s not appropriate,’” Kristin said.
However, the family said they initially faced pushback from the school over developmental accommodations. Kristin said the school initially refused to grant John an Individualized Education Program (IEP), because he was too academically advanced and officials “didn’t see” his autism.
According to Kristin, it took about a year and a half, 10 to 12 suspensions and a second evaluation that resulted in an ADHD diagnosis before the school approved his IEP.
Ricky and Kristin Medina stand with their 6-year-old son, John, in front of a diner mural. (Courtesy of the Medina family)
John’s parents said they worry that repeatedly focusing on what they consider harmless childhood behavior has reinforced a negative self-image and made him increasingly eager to leave school. John is hesitant to attend school because he believes people are “going to laugh at him for making wrong choices,” his parents said.
“I just want to see John start to get his self-esteem built up, his confidence built up, friendships built up,” Kristin said. “I don’t want him to continue to feel singled out.”
The parents said John thankfully finished the previous school year strong, reading at a third-grade level and coming just four test points short of qualifying for thegifted and talented program.
The school also appeared to ease up on suspensions recently, particularly after the family hired Donna Reynolds, a special education advocate, to represent them during school meetings.
John is also currently on a behavioral plan that includes an aide during unstructured periods, including lunch, recess and PE. He also spends time in a smaller, calmer classroom setting, where his parents said he performs exceptionally well.
“What I want to see is that there’s less severe punishment like suspensions,” Ricky said. “And just continue to talk through things so you can have opportunities to learn from things and maybe focus on real serious concerns.”
News Media reached out to Fayette County Public Schools, the school district under which John’s school falls, about his situation. The district declined to go into specific details, but encouraged a review of John’s “complete disciplinary history and the full context surrounding the situation rather than focusing on one isolated event.”