The parents of a Georgia first-grader with autism say their son was suspended after biting his sandwich into the shape of a gun and pointing it at another student during lunch, a punishment they argue reflects disciplinary rules that do not adequately consider his developmental needs.
John Medina, 6, was a first-grade student at Sarah Harp Elementary School in Fayette County, south of Atlanta, when the suspension occurred last March. Diagnosed with level 1 autism at age 4 and later with ADHD, John can struggle to read social cues and understand certain social expectations, according to his parents.
Speaking with News Outlet, Kristin and Juan “Ricky” Medina described their son as highly advanced in the classroom but said the school’s rigid approach to discipline, combined with what they viewed as an early lack of developmental support, has resulted in about 15 suspensions and more than two dozen disciplinary actions since 2023. They acknowledged that some situations warranted intervention, but said other incidents — including hunting-themed drawings and hand gestures resembling guns — were treated as serious disciplinary matters.
That record has weighed heavily on John’s confidence, his parents said, particularly because he already has difficulty forming friendships and often feels left out. They said he has begun calling himself a “bad kid” because of the way he believes classmates and the school environment perceive him.
Kristin and Ricky Medina pose outdoors with their son, John, in a park. (Courtesy of the Medina family)
Kristin said she was stunned when she found out the sandwich incident had led to a suspension. She questioned what she described as the school’s “strike” system, saying relatively minor behavior — such as making a hand motion or even saying the word “gun” — could count toward escalating consequences.
“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 Outlet 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.”
