Ask Kate: How Do I Support a Kindergartener With Autism Who Keeps Eloping?

Title: Ask Kate: How Do I Support a Kindergartener With Autism Who Keeps Eloping?

Question:

“Please help! I have a Kindergartener with an outside diagnosis of Autism who is constantly eloping out of the general education classroom. All day long it’s nonstop — running down the hall, trying to leave the building. Once the staff get to him, he drops to the floor, screams, cries, and throws tantrums. After he seems regulated, he transitions back to class, but the cycle starts over again.

We’ve tried a visual schedule, first-then visuals, and are working toward a token system, but nothing has made a difference. We’re collecting data on time in/out of class and behaviors, but the team is at a loss. It’s exhausting for him and for the staff. What should we do?”

Answer:

First, I want to recognize the effort your team is already making. Elopement is exhausting, and your frustration is valid. But here’s the most important reminder: elopement is communication. It’s not “bad behavior,” it’s a signal that the environment feels too overwhelming, confusing, or unsafe for this child.

Here are some next steps:

1. Look for Patterns

   Go beyond “he runs.” Collect data on when and where it happens:

   • During academic demands (is there a skill gap in reading, writing, or math?).

   • In less structured, overstimulating times (cafeteria, recess, gym).

   • During transitions (moving from one space to another is often a trigger).

   • Knowing what he is avoiding is the key to building real support.

   Bring It to the Student Support Team (SST)

   If this student has only an outside diagnosis but no IEP, the school may not yet be providing services that match his needs. Bring the data you’ve collected to your SST or equivalent team. Formally recommend an evaluation for special education or 504 services. That step ensures the child can receive the support he is legally entitled to.

   Request a Functional Behavior Assessment (FBA)

   An FBA helps identify what triggers the elopement and what the child is trying to communicate through running. This is the foundation for a Behavior Intervention Plan (BIP) — something a general education teacher should not be expected to solve alone.

   Create a Safe “Yes Space”

   Right now, the hallway is his “escape.” Instead, give him a designated safe area to use when overwhelmed — stocked with sensory supports, calm visuals, and preferred activities. This could be a safe space in the classroom for sensory input.

   Proactive Regulation Breaks

   Build breaks into his day before the overwhelm hits. Please don’t wait until he bolts. Schedule sensory input, movement, or co-regulation so that leaving the room becomes predictable and safe, rather than chaotic.

   Staff Consistency MattersEvery adult must respond the same way. Inconsistency can reinforce the cycle. Calm, predictable, low-emotion redirection is key.

   Parent Role

   Even if home support is limited, document all communication attempts. Keep reports factual, not emotional. The school still has a responsibility to provide support, regardless of whether parents follow through.

Closing Thought:

This child isn’t misbehaving — he’s telling you through his actions that the current setup isn’t working. Elopement is an SOS. By identifying triggers, requesting formal evaluation and support, and proactively building regulation into his day, you can reduce the cycle and help him succeed.

👉 Educators, if you need a quick starting point, sign up for my FREE RESOURCE LIBRARY with visuals and strategies for kids who need a safe way to express their needs.