LEHIGH ACRES, Fla. — A Lehigh Acres family is distressed after their 5th grade son, who is on the autism spectrum, experienced a troubling incident on his school bus. The distressing events left his parents, Joshua Negron and Alisha Jackson, grappling with questions of safety and accountability.
Watch below to see how the district responded:
Lehigh Acres family upset after child comes home beaten up
“He got off the bus all bloody,” recalled Joshua Negron, with a voice laced with disbelief. His heart weighed heavy as he described the sight of his son, whose clothes, shoes, and backpack were stained with blood. While every parent hopes for safety, this family learned firsthand about the vulnerabilities their son faces.
Diagnosed with autism, he is part of the Exceptional Student Education (ESE) program, which aims to support students with specific needs through an Individualized Education Program (IEP). This legal document outlines tailored strategies to foster his academic growth. Still, the Negrons found themselves questioning the very protections meant to support their child.
“Who is responsible, who is going to help us keep my son safe?” Negron pondered aloud, a palpable frustration at the lack of support evident in his words. The notion of safety should be innate within educational institutions, existing as a cornerstone of both school culture and parental expectations.
A spokesperson for the Lee County School District provided insight into their policies: “We do have bus attendants. They ride ESE buses with students who require an attendant.” Their reassurance implied that an extra layer of supervision should be present. Yet, the Negron family felt different—left out of the solution.
When asked about their son’s IEP, the family confirmed its existence but shared that it does not stipulate transportation support. The couple expressed their concerns, stating, “We don’t want him to be separated or by himself.” Their feelings echo a wider sentiment. Siblings often serve as an anchor for children with special needs, lending emotional strength in potentially overwhelming environments.
The decision not to place him on a separate bus has weighty implications. The family worried that such segregation could harm their son’s mental health—a critical aspect of his overall well-being. Are educational institutions prepared to address these nuanced dynamics as well?
The school district responded with a firm zero-tolerance policy towards fighting. As a result, both the child involved and those who recorded the incident faced a week-long suspension. Yet, as parents of the victim, the Negrons found the resolution inadequate. “We don’t feel our child should be punished,” Joshua expressed, echoing a fear of bullying that many parents grapple with when navigating the complexities of school life.
As this family’s story unfolds, it sheds light on broader issues of safety, inclusion, and effective communication within the educational framework. With the backdrop of Lehigh Acres, a community that thrives on togetherness, the experience of the Negron family stirs important conversations about how schools can better protect all students. Knowing that Florida has one of the highest rates of children diagnosed with autism nationally, this case urges a collective reflection on how to foster understanding and support in the face of adversity.
