Elopement at School

When a child tends to run off or leave the classroom without permission, it’s more than just a tricky moment for the teacher — it’s a safety concern that schools should take seriously. For students with disabilities, especially those who wander or elope, support at school isn’t just about rules or consequences; it’s about creating an environment where they feel safe, understood, and able to learn. This can lead to important conversations with families about the right school placement, safety plans, and IEP goals.

To find out more, we spoke with Sarah Pelangka, BCBA-D, non-attorney special education advocate and owner of Know IEPs; and Sally Burton-Hoyle, EdD, professor specializing in the autism spectrum disorders in the Department of Special Education and Communication Sciences and Disorders as well as faculty advisor in the Department of Special Education College Supports Programs at Eastern Michigan University. You can read more about elopement in our article When Kids Elope: Safety Tips for Children With Disabilities.

As we explained in part one of our elopement article, according to CDC Child Development, elopement refers to a child leaving a safe area without a caregiver and with little or no awareness of danger. But schools tend to define elopement in a couple of different ways, and how it’s described often depends on the student. Dr. Pelangka explains that it generally refers to a student leaving the school campus entirely or stepping out of a space where they’re expected to stay, such as a classroom or playground.

That second version can get a little fuzzy. Without clear boundaries, such as a set number of feet from a desk or a rule about needing permission, it’s not always obvious when movement qualifies as elopement. For example, if a student stands up to stretch or take a moment to regulate, that likely isn’t cause for concern, especially if it’s part of their accommodations. Dr. Pelangka recommends defining expectations in a way that reflects what’s typical or necessary for that particular student. That way, natural or supported movement isn’t misinterpreted.

Elopement can show up in all kinds of ways, and it doesn’t always involve a child running off dramatically. Sometimes it’s more subtle, and often, it really depends on the student and what’s outlined in their plan.

Here are some of the more common ways it might appear, according to Dr. Pelangka:

• A student physically leaving the school campus is one of the clearest examples. This could mean walking out through an unlocked door, slipping past the office, or in more extreme cases, climbing a fence. These exits can happen quickly, especially since not all doors are locked due to safety regulations.
• Sometimes, a student steps out of the classroom without permission. Even if the student has movement breaks written into their plan, they’re typically expected to stay within a certain area. So if they head into a hallway or another space without checking in, that might be considered elopement.
• Some students open doors to other classrooms or try to access areas they’re not assigned to. This might be about curiosity or seeking connection, but if they’re not where they’re supposed to be, it can still fall under the umbrella of elopement.
• In some cases, a student might not even leave the room but simply go beyond a set boundary, such as moving more than five feet away from their desk, depending on what’s outlined in their support plan.
• During less structured times, such as recess or lunch, a student might wander away from the designated area. If they leave the playground or are somewhere else on campus without permission, that’s also something schools might flag as elopement.
• Even running around the classroom without being allowed to can count. When a student is expected to stay in a certain zone or remain seated for safety or learning reasons, moving around in ways that aren’t part of the plan can be another form this behavior takes.

When schools talk about elopement, they’re not just thinking about day-to-day routines; they’re also considering what kind of environment will help keep a student safe and supported. For some families, this can lead to conversations about where a child goes to school and how that decision gets made.

Elopement and school participation

When a child tends to elope, it can create extra challenges for joining activities such as cross-country team practices or school field trips. Since these events often take place in new environments or involve moving around more freely, there’s a higher chance the child might wander off or leave the group without being noticed right away. Because of this, parents and schools might feel hesitant to include them or may require extra supervision and rules to keep everyone safe. This can sometimes mean the child misses out on the excitement and social opportunities these events offer, which can feel disappointing for both the child and their family.

When schools talk about elopement, they’re not just thinking about day-to-day routines; they’re also considering what kind of environment will help keep a student safe and supported. For some families, this can lead to conversations about where a child goes to school and how that decision gets made.

Elopement and a restrictive school placement

This can be a tricky area, and as Dr. Pelangka explains, there’s no clear-cut answer. Decisions around school placement aren’t black and white; much depends on the individual student and their specific needs. That said, certain safety concerns and behavioral patterns often come up when a student has a history of elopement.

Rather than jumping straight to a more restrictive setting, Dr. Pelangka notes that the first step is usually a thoughtful conversation with the district about the physical layout of the potential school site. She strongly recommends touring the campus ahead of time and paying close attention to details such as fencing, exit points, and proximity to major streets. All of this helps determine whether the environment is reasonably secure. Dr. Pelangka adds that placing a student with elopement behaviors at a school near a busy intersection is generally not ideal. A quieter campus in a residential area, especially one with secure perimeters, might be a better fit.

Dr. Pelangka is careful to point out that these discussions aren’t necessarily about restricting access. Rather, they’re about finding a school environment that balances safety with the student’s ability to participate and thrive.

Dr. Burton-Hoyle adds, “I would look at the IEP and I would make sure that the present level section of the IEP included all of my child's needs and that they were addressed in a way that made sense for my child. And then I would also look at the goals, and do the goals reflect the needs? There's a concrete way to approach these if you make sure that the IEP is reflecting of needs and strengths and goals, and then placement needs to match the age appropriateness of that individual.”

However, if residential placement is part of the conversation, Dr. Pelangka shares that high-risk behaviors can strongly influence where a student is placed, including out of state. She is clear about this part: In California, when a child is recommended for a residential school placement, a recent history of elopement or being considered a flight risk can automatically result in out-of-state placement since the state no longer allows locked facilities, and only programs in other states can provide that level of security.

Can a child be disciplined for leaving campus?

This is one of those situations where context really matters. Dr. Pelangka explains that just because a student has an IEP, it doesn’t mean they’re automatically shielded from discipline. However, if a child has a known history of elopement and the school hasn’t yet done its part, such as conducting a functional behavioral assessment (FBA) or putting a behavior plan in place, then suspension would be completely inappropriate. In that case, the focus needs to stay on understanding the behavior and putting meaningful supports in place to prevent it from happening again.

On the other hand, Dr. Pelangka notes that if the school has taken all the right steps, such as completing evaluations, building a behavior intervention plan, and updating it as needed, and the student continues to elope, it’s possible that the team might consider disciplinary action. That said, Dr. Pelangka emphasizes that in her experience, she has never had a student with an IEP be disciplined for eloping, because it’s usually tied to the child’s disability in some way. Instead, the conversation is almost always about how to help the student feel safe, supported, and able to stay on campus.

There are exceptions, though. Dr. Pelangka shares, “I’ve had one client who is a high schooler and was already in residential when I was hired, and he would run away from his facility, so that’s technically elopement. And then the facility essentially kicked him out. They told the parent and the district they couldn’t support him any longer because he wouldn’t stop. He just kept running away. And so then that turned into a really difficult case as far as finding placement. And like I said, once you have that history, then it becomes, ‘Okay, it’s going to be an out-of-state placement.’ So I guess that’s a form of discipline in the sense that he was kicked out of the campus.”

Dr. Pelangka notes that situations such as this are rare but highlight how repeated elopement can lead to more significant consequences — not as punishment, but as part of a broader struggle to find the right support and placement.

When a child is eloping at school, one helpful way to better understand and support them is through a functional behavioral assessment (FBA), a structured process used to figure out the “why” behind a behavior. As part of the IEP process, the school team gathers data to learn what’s happening right before and after the behavior. They look for patterns that help identify its function, or purpose, such as avoiding a task, seeking attention, or satisfying a sensory need.

If eloping is determined to be a behavior that gets in the way of learning, it can become what’s called a target behavior in both the FBA and the behavior intervention plan (BIP) that follows. A BIP outlines the supports and strategies that will be put in place to help the child use safer, more appropriate ways to get their needs met.

Here’s where things get more individualized. A solid BIP should:

• List the common triggers or events that happen right before the child elopes (also known as antecedents)
• Include strategies to change or avoid those triggers whenever possible
• Teach and reinforce replacement behaviors — what the child can do instead of running off
• Include what to do if the behavior happens, so staff know how to respond calmly and consistently

It can also help to list the things the child is especially drawn to, whether that’s a specific place, object, or activity. This can give clues about where they might try to go or what could be used as a motivator to encourage safer choices. For example, some children might repeatedly head toward the playground, the library, or even the parking lot if they’re interested in cars.

As the team puts the plan together, families can share valuable insights about what their child enjoys, avoids, or reacts strongly to. All of this makes the plan more effective and more centered around what the child actually needs to feel safe, understood, and supported.

Support for a student who elopes depends on the individual circumstances and what works best for their safety and success. This can include requesting to add a 1:1 aide to their IEP if the child has a tendency to wander off at school. Whether a student gets 1:1 support really depends on the specifics of their behavior, how often it happens, and what the risks are. Dr. Pelangka breaks it down in a way that encourages thoughtful decision-making, not a one-size-fits-all solution:

• It depends on what eloping actually looks like. Some students might just step a few feet away from where they’re supposed to be, and if that happens occasionally, it might not call for 1:1 support. But when elopement involves something more serious, such as leaving school grounds, the level of concern and support increases.
• Even one serious incident might be enough to take action. If a student manages to get off campus even once, that alone could be a valid reason to explore 1:1 support. The potential for harm is just too high in those situations, so it’s not something schools can afford to overlook.
• Parents don’t have to wait for the school to bring it up. Families can request a discussion, whether that’s about initiating a formal assessment or asking for emergency adult support while the team figures out next steps.
• It’s not just about what happened, but why. If the student eloped on a day when there was a substitute teacher, it’s worth asking whether that teacher had access to a safety plan or knew how to support the student properly.
• A conversation around root causes is key. Before jumping straight to assigning a 1:1 aide, it helps to look at the full picture. Was the student trying to escape something stressful? Did they feel unsafe or unsettled? Understanding the why can guide more meaningful supports moving forward.
• Even with a 1:1 aide, elopement can still happen. This is often because aides are typically instructed not to chase after students who try to leave, which some students quickly learn and use to their advantage. So while 1:1 support can reduce risk, it isn’t a guaranteed safeguard. That’s why schools and families need clear communication plans and safety protocols in place too.
• Safety should always come first. No academic goal should come at the expense of a student’s safety or emotional well-being. Eloping, even just once, should prompt a careful review and potential changes in support.

When a child has a tendency to elope, schools can put supports in place to help keep them safe while also making sure they can stay included in school activities. These supports might look different depending on the child’s unique needs, but there are plenty of options that can be built into an IEP or 504 plan, including ones tailored for students with autism. Here are some examples:

• Assigned school staff to greet the student upon arrival: a familiar face welcoming the child can ease transitions and help prevent bolting during morning drop-off.
• A designated safe space for calming down or taking breaks: this gives the student a predictable and supportive place to go when they feel overwhelmed or overstimulated.
• Staff escort between classes or locations: having a trusted adult walk with the student can lower the chance of them wandering off.
• Clear visual schedules and consistent routines: predictability can help reduce anxiety and impulsivity, which are often behind elopement behavior.
• Strategic seating near the teacher or close to the classroom door: this helps staff keep a close eye on the student, especially during transitions.
• Extra supervision during recess, assemblies, or field trips: unstructured times tend to come with more opportunities to elope, so adult support is key.
• Behavior intervention plan (BIP) that includes positive supports: this might include reinforcement for staying in designated areas, as well as strategies to identify and reduce triggers.
• Use of visual or auditory cues as reminders to stay in place: some students respond well to things such as stop signs on doors or calming sound prompts.
• Access to sensory tools or movement breaks throughout the day: meeting sensory needs can help minimize students’ urge to escape situations that feel uncomfortable or too intense.
• Door alarms or secured exits in high-risk areas: in some cases, schools might use discreet safety tools to prevent a student from leaving unnoticed.
• Staff trained in elopement response and de-escalation: it helps when school personnel understand how to respond quickly and safely in the moment, without causing further stress.
• Supervised drop-off and pickup routines: clear plans for arrival and dismissal can make transitions smoother and safer for everyone involved.

These kinds of accommodations not only support student safety but can also help build a stronger sense of trust and connection between the child, their family, and the school team.

When it comes to writing IEP goals around elopement, it’s really about digging into the why. Dr. Pelangka explains that goals should be based on the function of the behavior: what the student is trying to communicate or avoid when they elope. Once that’s clearer, teams can build goals that support both skill-building and safety.

Here are a few examples Dr. Pelangka shares to help paint the picture:

• If a child runs off during writing time because writing feels too hard, a goal might focus on helping them communicate that differently. That could mean using a phrase such as “I need help,” requesting assistive technology, or practicing how to request additional accommodations, such as responding in alternative ways
• If a student always elopes during noisy events such as assemblies, the goal might be around learning to use a break card or gesture when they feel overwhelmed. The goal can involve teaching them to let staff know they’d rather sit near the door or even watch from a quieter hallway if that helps them stay regulated.
• If a child runs because another peer is being aggressive or too loud, a goal might help them recognize those feelings and express them safely, maybe by saying, “I’m scared” or “That’s too loud.” Adding counseling to the IEP can sometimes help students work through those fears in a more supportive space.
• If a child elopes due to a trauma response, for example, if they find a person or situation triggering, staff can work on providing trauma-informed care. This includes establishing rapport/relationship building, finding a "safe person" for the student to go to when needed, being aware of triggers and working to ensure the staff know to avoid them whenever possible, and adding counseling for students to learn coping skills.
• If a student has a history of running across all settings (home, school, and community), goals might zoom out a bit. For students with more global developmental delays, teams might focus on things such as sustaining attention, increasing participation in preferred activities, improving communication overall, or teaching the students to respond to safety cues like "stop" and "wait." These broader skills can gradually reduce the urge to elope.

In all of these examples, Dr. Pelangka emphasizes that goals aren’t just about fixing the student’s behavior; they’re also about shifting the environment and supports so the student doesn’t need to elope in the first place.

Parent tip: make sure goals are appropriate.

It’s also important to note if a goal or placement might actually be causing a student to elope. Dr. Burton-Hoyle shares an example of a 15-year-old teenager who repeatedly ran from school because not only was he being educated in a K-2 building, but his IEP goals, written by his occupational therapist and carried out by two paraprofessionals, required him to hop on one foot over and over again and be compliant.

She says, “The reason [he was eloping] was the goals didn't make sense. So when the paraeducators were telling me what happened and what the circumstances were, I said, ‘Well, I don't know that I blame him.’” She explains that more functional activities, such as changing shoes or putting on a coat, would have been a more respectful way to measure his balance. She adds, “We infantilize people with significant disabilities, and so they were kind of treating him like a baby and bossing him around. Why did he run away? Well, he did not like the treatment that he was getting.”

When a child tends to run at school, safety planning needs to be both proactive and personalized. Dr. Pelangka explains that when working with a child who tends to run, it’s important to put several thoughtful strategies in place to keep them safe while also teaching clear safety rules.

Communicate and collaborate with your school team

When it comes to keeping your child safe at school, collaboration is key. In this clip, Dr. Pelangka shares why it’s so important to share what works at home with your child’s school team, how to get outside providers involved, and ways to make sure safety strategies are consistent between home and school.

What to include in the IEP after an elopement incident

When a child leaves school grounds without permission, it’s not just stressful; it can be frightening. If the school calls to report that your child has eloped, Dr. Pelangka explains that it’s a clear sign that more proactive safety measures are needed, and those supports should be spelled out clearly in the IEP. Here are several key areas to focus on, according to Dr. Pelangka:

• Ask for immediate parent notification: make sure the IEP includes a requirement that parents are contacted right away if their child leaves campus. This isn’t something that should be left to chance; it needs to be part of the written plan.
• Dig into the why: it’s important to understand the root cause. Why is the child leaving? What’s happening before they run? The IEP should reflect what the team has learned about possible triggers or patterns and include steps for addressing them.
• Add a detailed safety protocol/plan: if a child has a history of running from campus, a safety protocol or plan is often added to the IEP under supports or in the behavior plan. This might include which staff are alerted, how they communicate (such as through radios), and who is responsible for watching out for the child during less structured times.
• Consider physical campus safety: depending on the school’s layout, there might be ways to make the environment more secure. Ask about possible changes to the physical environment, such as locked gates, sturdier doors, or other physical barriers. In some cases, even local firefighters can be called in to assess what’s needed to keep the student safe.
• Add behavior-related supports: if eloping seems tied to specific interactions, such as a student reacting to a teacher’s tone, consider including strategies for teachers to support better communication. That could involve using calmer language, adjusting tone, or getting on the child’s eye level when speaking.
• Plan for what happens off campus: many families don’t realize that school staff are often not permitted to physically stop a child who has left campus unless there’s an immediate danger (like walking into oncoming traffic). While being alone off campus is certainly unsafe, staff are not allowed to go hands on or physically intervene unless it’s a clear emergency. In most cases, they’ll need to call 911. Because of that, it’s important to have a clear protocol in the IEP for what should happen once a child is off school property.
• Make sure changes follow the student: whatever supports are added (whether safety procedures, staff training, or physical modifications) should be written into the IEP so they carry over if the student moves to a different school.

Dr. Pelangka explains key safety supports to include in an IEP for your child’s protection:

Teach safety rules for a child who runs

For one young runner, the school consulted the fire department and made safety modifications to doors and gates to meet code. “They had the fire department come out and talk to the school about things they could do safely. Because he was younger — I think he had just finished kindergarten — they were able to put one of those baby gates on the door, and it still met code. Then they made some changes to the outside gates to make them safer so he couldn’t open them, but everything still met code. For other things, we wrote goals and added a safety plan. We made sure that at every recess, there’s a designated adult standing at all possible exit points,” Dr. Pelangka shares.

In addition to physical safety measures, teaching the child what “stop” means was a key goal. The team started by pairing a stop sign visual with the word “stop” to help the child learn the cue, with the plan to gradually fade the visual as the child began to understand the verbal command alone.

Stepping back from that specific example, Dr. Pelangka emphasizes how important it is to keep things consistent across environments. When families use the same cues and safety strategies at home as the school does, it supports the child in learning to stay safe everywhere. This consistent approach helps the child maintain focus and reduces confusion.

And of course, staying safe isn’t just about rules and routines. Dr. Pelangka points out that some children run because they’re seeking sensory input, so finding ways to meet those needs in other parts of the day can make a big difference.

Keep gates and doors secure during the school day

Dr. Pelangka explains that when gates or doors are routinely left open at school, it’s important to have clear written plans in place to keep students safe. This often involves including these details in either a safety plan or a behavior plan, depending on the student’s needs. Here are some key points to consider, as Dr. Pelangka explains:

• All gates and doors on campus should remain closed at all times, except during arrival and dismissal, when they must be closely monitored by a staff member.
• If a student frequently leaves the school grounds, the safety protocol should specifically state that gates and doors must be kept closed and supervised during recess, lunch, or any outdoor time.
• Having an adult stationed near any exit point is crucial. Dr. Pelangka emphasizes that this supervision should be clearly described in the safety plan, tailored to where the student is allowed to go on campus.
• Younger students, such as those in transitional kindergarten or kindergarten, often have separate playgrounds, so supervision plans should reflect those differences.
• In cases where students tend to leave through less obvious exits, such as the office, it’s important to share the student’s photo and name with all staff so everyone knows who to watch for.
• Staff should be familiar with any calming words or strategies that help redirect the student or de-escalate a situation, and these should also be part of training included in the safety plan.
• Since staff members rotate supervision duties, communication is key. Everyone involved should be informed about the safety protocols and know their role in keeping gates and doors secure throughout the day.

Other safety considerations to keep in mind

Dr. Burton-Hoyle points out that many elopement incidents at school happen when supervision breaks down: one staff member assumes another is watching. For students with a history of running, she recommends spelling out “eyes on and arm’s length” supervision in the IEP so there’s no confusion about who is responsible. She also emphasizes that prevention isn’t only about locks or alarms; it’s about engagement. When students feel connected and interested in their school day, they’re less likely to look for a way out.

For families and teams looking to expand their planning further, Pathfinders for Autism offers additional strategies that can complement school-based supports.

In the middle of all the worry and confusion, many parents wonder when they’re supposed to get that call. Should the school notify you right away or wait until they have more answers? Understandably, this is a scenario no parent ever wants to imagine, but if a school loses track of your child, you deserve to know what kind of communication to expect and how quickly.

What parents can expect from the school when a child elopes

Dr. Pelangka explains that technically nothing stops the school from calling immediately. In reality, though, staff are often scrambling behind the scenes — searching, making calls, and piecing together what happened. Some worry about liability, so they delay contacting parents until they feel they have a better handle on the situation.

You don’t have to wait and wonder. You can make it part of your child’s IEP or 504 plan that you want to be notified the moment your child is considered off campus, even defining what “off campus” means, such as once both feet are outside the gate. Dr. Pelangka advises being specific about the timing (“immediately” means right away, not two hours later) and the method (phone call, written notice, or both). Even if a student steps only just beyond the school gate and comes right back, parents can ask to be notified. Putting it in writing leaves less room for confusion if something goes wrong.

When a school reports that they lost track of a student, many parents feel an immediate need to step in and figure out what went wrong. While each case is different, you can take concrete steps to raise concerns, push for better supports, and make sure your child stays safe moving forward. Here’s how to approach it, as Dr. Pelangka notes:

1. Start by getting everything documented: put what you know in writing right away. Ask the school for a full account of what happened and make sure it’s as detailed as possible. You might not get the full story, especially since you weren’t there, but if something feels off, trust your instincts and include that in your notes too.

2. Call for an emergency IEP or team meeting: if your child is served by special education, request an emergency meeting as soon as possible. You can bring up anything you feel needs to change moving forward, such as adding 1:1 support, updating the safety plan, or starting an FBA. Don’t be afraid to clearly state what you want to see in place.

3. Make sure the right people are at the meeting: unless you bring an advocate or attorney, there might not be a district-level decision-maker in the room. In that case, things can get delayed. Insist on having someone from the district present so decisions can be made on the spot, not behind closed doors later.

4. Know your rights to file a complaint: depending on the severity of the situation, parents always have the option to file a formal complaint within the district. You also have the right to file a complaint with the state.

5. Consider legal or formal dispute options: in serious cases, such as when a child was found far from campus, some families have taken legal action, which led to school placement changes and stronger safety measures. If you’re thinking about going that route, it might be worth connecting with a special education attorney or advocate.

6. Bring support if you can: these meetings can be tough to navigate alone. Bringing someone who knows the system, whether it’s an advocate, a lawyer, or a trusted support person, can help make sure your concerns are heard and responded to.

She adds, “If I had a child with language and communication issues, I would be asking, ‘What are the supports that you're giving my child? How are you going to know when they need to go to the bathroom, when they need to eat, or drink, or something like that?’ Parents need to make sure all the supports that their child needs are in place.”

She suggests shifting the conversation by asking about fun: What would be fun about your classroom? What would make your classroom enjoyable? What are some of the fun activities you do? She explains that when parents bring this up in IEP or any school meetings, it changes the tone. Instead of getting stuck in rigid talk about compliance, zero tolerance, or what won’t be allowed, the focus turns to what motivates kids. For example, a parent might say, “Here are some things my child loves and why they want to stay in the classroom. What do you do to help him want to stay, especially if he’s prone to running off?”