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Real members of MyAutismTeam have posted questions and answers that support our community guidelines, and should not be taken as medical advice. Looking for the latest medically reviewed content by doctors and experts? Visit our resource section.

Could it be stress or someone possibly harming my child?

A MyAutismTeam Member asked a question 💭
Montgomery, AL

My 6 y.o. is in Kindergarten she’s non verbal and as of now until her IEP kicks in the school has her in a regular class with a extra teacher well lately they send things home saying she is “self harming” which isn’t normal for my husband and i because she doesn’t harm herself at all being home. I don’t know what next steps to take since her IEP still isn’t properly in place yet… i could use advice

October 15, 2025
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Answer Summary

A parent shared urgent concerns about her non-verbal 6-year-old daughter with autism who is self-harming only at school (not at home),... Read more

A parent shared urgent concerns about her non-verbal 6-year-old daughter with autism who is self-harming only at school (not at home), sparking a critical conversation about environmental triggers, communication gaps, and inadequate support in general education classrooms. Many community members emphasized the need to investigate school-based triggers such as sensory overload (lights, noise, smells), push hard for immediate IEP implementation and placement in a specialized classroom with smaller class sizes, and explore communication tools like AAC or PECS to reduce frustration-driven behaviors. A recurring theme was fierce parent advocacy, the importance of documentation (notebooks, logs, drop-in visits), bringing in county developmental disability advocates, and trusting parental instincts when a school environment feels dismissive or unsafe for a vulnerable child.

A MyAutismTeam Member

If she's 'Self-Harming' at school and not at home, there's a Trigger.
It could be Fan noises, a Perfume, the Lights or everything is going too fast for her.
Suggest taking 5 to 10 minute breaks between activities.

October 15, 2025
A MyAutismTeam Member

I will most definitely do that. I have never looked at it that way but wow it really makes a lot of sense why they are that way towards her, i will be keeping her home until the meeting i also will be sending that letter to the principal and her teacher. I agree a smaller class would help also. I will keep you all posted throughout. Thank you all so much she’s a sweet heart seriously and she deserves so much care the best care in every environment!

October 18, 2025
A MyAutismTeam Member

Just to let you know that until she's in a spec ed class , this will keep happening. The IEP is essential and hopefully it will happen soon. In the meantime, write down all your concerns and what you'd like to see on the IEP for supports.Please keep us posted.

October 17, 2025
A MyAutismTeam Member

I agree with Garry. Something is setting her off. Is this an all or half day kindergarten? Has she attended prek? Do you have someone in the county you have been working with on services? Like in Ohio, we have a developmental disabilities board in each county. I will look to see where your similar program would be.

Does her school have a special needs classroom? If so, definitely work with them providing sensory breaks and/or tools to help her. Hang in there!

October 16, 2025
MyAutismTeam

This situation requires immediate attention. Since the self-harming behavior only occurs at school and not at home, it could indicate your child is experiencing stress or difficulty in the school environment. The difference between home and school behavior is an important signal that needs investigation.

Here are immediate Show Full Answer

This situation requires immediate attention. Since the self-harming behavior only occurs at school and not at home, it could indicate your child is experiencing stress or difficulty in the school environment. The difference between home and school behavior is an important signal that needs investigation.

Here are immediate steps to consider:
• Request an urgent meeting with the school administration and teachers
• Document all incidents reported by the school
• Ask for detailed descriptions of when and where these behaviors occur
• Request temporary accommodations while waiting for the IEP
• Consider having someone observe your child in class Regular communication with the school is crucial during this transition period. Some helpful strategies include:
• Notify teachers about any changes that might impact your child's behavior
• Ask if alternative arrangements can be made for potentially stressful situations
• Request more one-on-one support time if possible
• Consider whether your child might need a different testing or learning environment
• Stay involved and maintain open dialogue with staff about daily challenges

If the behavior continues, you may need to expedite the IEP process. Remember, you have the right to advocate strongly for your child's needs and safety.

October 15, 2025

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