Bold concern, fragile safety nets: a mother’s call for answers after her son with special needs wandered miles from school during a student-led walkout.
A sixth-grader named Richard Harley, 11, says he felt scared and alone as he wandered far from Dundee Middle School during a protest connected to U.S. Immigration and Customs Enforcement. He says he was promised a designated area near the school, but the group’s movement went well beyond that, leaving him isolated and turning a potentially routine school event into a frightening ordeal.
Richard’s mother, Alexa Blasdell, learned of the situation after the incident and says she was not notified about the walkout. With her son’s Individualized Education Program (IEP) in place, she questions why he was allowed to leave campus without supervision or parental permission. “Why didn’t I get a notification that he was tardy or absent for that matter? Why didn’t they even bother calling in?” Blasdell asked.
Richard didn’t fully grasp the purpose of the protest and simply followed peers outside. As the march along Main Street and Route 72–Higgins Road continued, he fell behind. He eventually called his mother in a state of panic, asking her to pick him up because he was scared and unsure of what was happening. Blasdell contacted authorities and, about ten minutes later, located her son near the busy intersection of 72 and Randall Road.
The family’s future is now in question: Blasdell is considering homeschooling or transferring to another school, and she is contemplating legal action against the district. She emphasizes that the central issue is safety—if the school cannot guarantee her child’s safety, accountability is essential.
District 300 Superintendent Martina Smith responded with a statement underscoring the district’s commitment to safety and the well-being of all students and staff. The district noted that it takes concerns seriously and reviews every situation carefully. In the lead-up to the protest, administrators communicated with families about the event and outlined expectations, including a supervised safety zone intended to keep students on campus while allowing participation for those with IEPs. Officials say an enhanced staff presence and ongoing coordination with local law enforcement were part of the plan, and they reiterate support for students’ First Amendment rights when balanced with maintaining a secure environment.
The district acknowledges that some students left campus without authorization, and while it cannot discuss individual cases due to privacy laws, it asserts a continued commitment to high standards of student support and safety.
This story raises ongoing questions about how schools communicate with families, especially when students with special needs may require additional protections during protests or walkouts. How can districts better inform and safeguard all students while respecting students’ rights to peaceful expression? And for families navigating these events, what steps should they expect from schools to ensure timely notifications and clear supervision? Share your thoughts below on how districts can improve safety without compromising rights.
