I am the parent of an 8-year-old child with autism who attends a Connecticut public school. Like many families, I trusted that the school would provide a safe and supportive environment where my child could learn, regulate, and thrive.

My child had supports in place, including supervision and strategies to help manage sensory and behavioral needs. He was a child who felt safe, trusted his environment, and moved through his day with a sense of security.

That changed.

What I initially believed was a single incident turned out to be multiple instances of seclusion on the same day. According to a formal investigation conducted by the Connecticut State Department of Education, the school used seclusion inappropriately, failed to follow legal requirements, and did not notify me in accordance with required timelines.

In one day, my child was isolated for extended periods of time.

The impact on my child has been significant.

He is now more anxious and constantly on edge, as if he is anticipating something negative happening at any moment. He watches his surroundings closely, in a way that feels more like fear than awareness. A child who once felt secure now seems uncertain and guarded.

He has become more restless, and his sense of calm has changed. His sleep has been affected—he sleeps less and struggles to settle at night. These are not small changes; they are daily reminders that his sense of safety was disrupted.

On the same day these incidents occurred, he came home with visible marks and complained of pain in his arm. As a parent, not having a clear explanation for this has been deeply concerning.

This experience has been overwhelming. Sending my child to school now feels like placing him in an environment where I cannot guarantee his safety. That is not a feeling any parent should have to carry.

The lack of transparency from the school has made it even harder to rebuild any sense of trust. Instead of reassurance, there has been uncertainty.

I find myself counting down the days until the school year ends, knowing my child will be moving to a different school. That transition cannot come soon enough.

This is not just about one child or one school. This experience reflects a broader issue: when proper supports are not implemented and accountability is lacking, vulnerable children are put at risk.

Seclusion is not a harmless intervention. For children with disabilities—especially those who depend on consistency and emotional safety—it can have lasting effects on their well-being and their ability to trust the environments meant to support them.

I am sharing this not only for my child, but for other families who may not realize this is happening—or who may not know that they have rights.

Parents and caregivers need to be informed and proactive.

Learn your rights under IDEA. If something does not feel right, do not ignore it.

Document everything. Communicate with schools in writing whenever possible. Emails create a record that can be critical if concerns escalate.

If necessary, file a state complaint. Focus on legal violations, not just emotions. Understanding the law and how it applies to your child’s situation can make a meaningful difference.

Advocate for your child. Ask questions, seek clarity, and do not be afraid to speak up.

At a broader level, I encourage policymakers and community members to support legislation like the Keeping All Students Safe Act, which seeks to limit and regulate the use of seclusion and restraint in schools.

No child should have to experience this.