When Lindsay got the letter from her son’s school, she felt her heart sink. Her son Nash, who’s in third grade and on the autism spectrum, was being told not to come to class—at least not until a new plan could be worked out.
For Nash, school can be overwhelming. When he’s overstimulated, he sometimes runs, leaving the classroom or even the school grounds. He’s not meant to be defiant; it’s how his body tries to cope when everything around him feels too much. Like many kids with autism, Nash needs steady support, understanding, and safety, not to be sent home.
On May 16, the Halifax Regional Centre for Education told Lindsay they could no longer ensure Nash’s safety. Until they figured out the next steps, Nash was expected to stay home.
Lindsay said it felt like the school was throwing up its hands. If your child doesn’t fit into a specific mold or can’t mask their needs to get through the day, there’s very little flexibility.
For two weeks, Nash was away from school—away from his routine, his learning, and his friends. And it wasn’t just hard on him. The message it sent was hard to miss: when things get complicated, the child is sidelined instead of the system adjusting.
Stephanie Carver from Inclusion Nova Scotia noted that this kind of exclusion often becomes a pattern. When a child is sent home, their classmates stop expecting them to be part of the group. And even if no one means harm, that absence starts to feel normal. It shapes how teachers and students view that child going forward.
The thing is, Nova Scotia’s education policy promises full-day instruction for all students, including those with disabilities. That support should be flexible, tailored to each child’s unique strengths and needs.
But when schools are under pressure, it’s often the kids who need extra support who are affected first.
Eventually, Nash was allowed to return to class. But it came with a condition. Lindsay now has to be on call, ready at a moment’s notice to pick him up if he gets overwhelmed and tries to leave school again.
She’s glad he’s back, but admits she’s always holding her breath. Every day feels like a question mark. Will he stay all day? Will the phone ring again?
Families like Lindsay’s aren’t asking for special treatment. They’re asking for schools to live up to the promises they’ve made. For staff to be supported. For classrooms to be genuinely inclusive. And most of all, for children like Nash to be seen not as problems, but as students worth planning for.
At Sacramento ABA Therapy, we walk with you every step of the way. We believe your child deserves support that fits who they are, not just what’s convenient for the system. Our individualized therapy plans grow with your child. We collaborate with parents, schools, and communities to keep kids learning, connected, and thriving.
Reach out today — we’re here to help.
