John Medina, a 6-year-old Georgia first-grader with autism and ADHD, was suspended after biting a sandwich into the shape of a gun and pointing it at a classmate during lunch. His parents, Kristin Medina and Juan “Ricky” Medina, say the punishment fails to account for his developmental disabilities. They report about 15 suspensions and more than two dozen disciplinary actions since 2023.

The family says some incidents involved physical conduct requiring intervention, while others were imaginative actions or words treated too severely. They are calling for more support and opportunities to teach appropriate behavior.

The lunch incident and suspension

John was suspended in March while attending first grade at Sarah Harp Elementary School in Fayette County, south of Atlanta. His parents say he shaped his sandwich like a gun and pointed it at another student during lunch. They say the school applied strict weapon-related discipline even though no actual weapon was involved.

John was diagnosed with level 1 autism at age 4 and later diagnosed with ADHD. His parents say these conditions can affect his understanding of social expectations, the meaning of behavior in different settings and his ability to filter gestures or comments. They believe the lunch incident should have been addressed through explanation and correction.

A wider disciplinary history

Kristin and Juan “Ricky” Medina report approximately 15 suspensions and more than two dozen disciplinary actions since 2023. They acknowledge physical incidents, including John pushing a student during physical education and hitting a classmate with a branch.

They also cite hand-gun gestures, saying the word “gun” and drawing a pilgrim shooting a turkey for a Thanksgiving activity. The parents say weapons are not discussed at home. They believe autism can make it harder for John to regulate how he expresses imaginative ideas.

The family’s concerns about autism support

The family says repeated punishment has affected John’s confidence, relationships and willingness to attend school. His parents report that he has called himself a “bad kid” and worries that other children will laugh at him. They say he has become more isolated and eager to leave school during difficult days.

“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 Medina said traditional punishment may be ineffective and could teach John that using a word such as “gun” will result in being sent home. The parents want schools to distinguish between serious threats and behavior that can be addressed through instruction, supervision and consistent support.

Educational accommodations and progress

Kristin Medina said the school initially declined to provide John with an Individualized Education Program because he was academically advanced and officials did not recognize how autism affected him. She says it took about a year and a half, 10 to 12 suspensions and a second evaluation, which led to the ADHD diagnosis, before the school approved an IEP.

The family says John finished the previous school year strongly, reading at a third-grade level and missing the gifted and talented program by four test points. His behavioral plan includes an aide during lunch, recess and physical education. He also spends time in a smaller, calmer classroom, where his parents say he performs exceptionally well.

The parents’ call for a different response

The parents say suspensions declined after they hired Donna Reynolds, a special education advocate, to assist with school meetings. They want officials to focus on safety when necessary while using less severe discipline for conduct that can be corrected through conversation and instruction.

“What I want to see is that there’s less severe punishment like suspensions,” Juan “Ricky” Medina said. “And just continue to talk through things so you can have opportunities to learn from things and maybe focus on real serious concerns.”

The Fayette County school district declined to discuss John’s specific circumstances. It encouraged consideration of his complete disciplinary history and the full context of events rather than one isolated incident.

Summary

The Medina family’s account highlights the challenge of balancing school safety rules with individualized responses to disability-related behavior. The parents are not disputing the need to address serious physical incidents, but argue that suspension is disproportionate when conduct can be corrected through explanation, supervision and structured support. They say John’s academic progress and accommodations show the value of a calmer, tailored approach.

Frequently Asked Questions

Why was John Medina suspended?

His parents say he was suspended after shaping a sandwich like a gun and pointing it at a classmate during lunch.

What diagnoses does John have?

He was diagnosed with level 1 autism at age 4 and later received an ADHD diagnosis.

What support does John receive at school?

His parents say he has an IEP, a behavioral plan, aide support during unstructured periods and time in a smaller classroom.

What do his parents want changed?

They want fewer suspensions for behavior they consider teachable and greater attention to John’s developmental needs, while preserving responses to serious safety concerns.

©2025 News Journos. All rights reserved.

The parents of John Medina, a 6-year-old Georgia first-grader with autism, are challenging the severity of school discipline after he was suspended for biting a sandwich into the shape of a gun and pointing it at a classmate during lunch. John’s parents, Kristin Medina and Juan “Ricky” Medina, say his developmental conditions can make it difficult for him to understand social expectations and why some behavior is considered inappropriate. They argue that repeated suspensions have harmed his confidence and that schools should use more teaching and individualized support before imposing severe penalties. John now has an education plan, behavioral supports and additional assistance during less structured parts of the school day.

Suspension follows sandwich incident

John Medina was suspended last March while attending first grade at Sarah Harp Elementary School in Fayette County, south of Atlanta. His parents said the incident occurred during lunch, when he bit a sandwich into the shape of a gun and pointed it at another student. John was diagnosed with level 1 autism at age 4 and later diagnosed with ADHD. His parents say those conditions affect how he interprets social norms, filters speech and understands the consequences of behavior. They believe the incident should have prompted an explanation and a teaching opportunity rather than suspension.

Disciplinary history raises accommodation concerns

Kristin Medina and Juan “Ricky” Medina said their son has received about 15 suspensions and more than two dozen disciplinary actions since 2023. They acknowledged that some incidents involved physical conduct, including pushing a student during physical education and hitting a classmate with a branch. However, they said other actions involved hand gestures, references to guns or imaginative drawings that they viewed as relatively harmless. The parents also said weapon-related topics are not discussed at home, while recognizing that they cannot control every influence John encounters outside the family.

Parents describe impact on self-esteem

The family says repeated discipline has affected John’s emotional wellbeing and willingness to attend school. His parents said he has called himself a “bad kid,” struggles to make friends and worries that other children will laugh at him for making wrong choices. They argue that traditional punishment may be ineffective for a child with autism and could unintentionally teach him that certain behavior is a way to leave school during a difficult 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 Medina said.

The parents said they want John to develop confidence, friendships and a more positive view of himself while still learning boundaries and safety expectations.

School support measures expand

According to his parents, John initially did not receive an Individualized Education Program because school officials considered him academically advanced and did not recognize the extent of his autism-related needs. The family said it took about a year and a half, 10 to 12 suspensions and a second evaluation that resulted in an ADHD diagnosis before the plan was approved.

The parents said disciplinary responses eased after they hired special education advocate Donna Reynolds to attend school meetings. John now has a behavioral plan that provides an aide during unstructured periods such as lunch, recess and physical education. He also spends time in a smaller, calmer classroom, where his parents say he performs particularly well. Academically, they said he finished the previous school year reading at a third-grade level and came four test points short of qualifying for a gifted and talented program.

District urges full context

The school district declined to discuss the student’s specific circumstances. In response to questions about the case, it encouraged consideration of John’s complete disciplinary history and the circumstances surrounding each event rather than focusing on a single incident. The family is seeking less reliance on suspension and more attention to the difference between serious safety concerns and behavior that can be addressed through instruction, supervision and individualized accommodations.

Summary

The dispute highlights the challenge schools face in balancing safety rules with disability-related accommodations. John’s parents are not asking the school to ignore unsafe conduct, but want responses tailored to his developmental needs and focused on learning rather than repeated exclusion. The district has called for a review of the full record, while the family continues to seek support that protects both classroom safety and John’s confidence.

Frequently Asked Questions

Why was John suspended?

His parents said he was suspended after biting a sandwich into the shape of a gun and pointing it at a classmate during lunch.

What conditions does John have?

He was diagnosed with level 1 autism at age 4 and later received an ADHD diagnosis.

What support does John receive now?

His parents said he has an Individualized Education Program, a behavioral plan, an aide during lunch, recess and physical education, and access to a smaller classroom setting.

What do his parents want the school to change?

They want less reliance on suspension and more use of explanations, teaching, supervision and individualized support, while maintaining a focus on serious safety concerns.

©2025 News Journos. All rights reserved.