As schools across the country welcome students back to campus, these changes may be a struggle for those students with autism and create a significant safety risk: wandering.
Wandering, also known as elopement, is one of the most pressing safety concerns for students with Autism Spectrum Disorder (ASD). Research from the National Autism Association indicates that nearly half of children with autism will attempt to wander at some point, often toward places of personal interest or away from overwhelming environments. Tragically, wandering incidents have led to injuries and fatalities nationwide, most often involving water, traffic, or exposure to the elements.
Related Article: Preventing Elderly Patient Wandering and Elopement: Part 1
For schools, where safety and supervision are top priorities, wandering presents a unique challenge. Students may leave classrooms, playgrounds, or even school grounds without warning, putting them at immediate risk. School leaders must be proactive by embedding prevention and response strategies into daily operations, emergency plans, and individualized student support.
Students with autism may wander from school, a behavior also known as elopement, for a variety of reasons. This is not a sign of poor parenting or supervision, but rather a complex behavior often related to the core characteristics of autism. These children may have a diminished sense of danger, making them more susceptible to dangerous situations like traffic or bodies of water.
Common Causes of Wandering in Students with Autism
Changes in routine significantly increase the risk of elopement for children with autism. These children often rely on a predictable routine for a sense of comfort and safety. Any disruption can cause extreme anxiety, stress, or sensory overload that may trigger a wandering event.
Why Changes in Routine Lead to Elopement
For many individuals with autism, routine provides a stable, predictable framework in a world that can often feel chaotic and overwhelming. When a routine is disrupted, it can trigger a “fight or flight” response, and elopement becomes a way to regain a sense of control or to escape distress. Starting a new school year, changing classrooms, or having a new teacher can be particularly stressful.
A change in routine, no matter how small, can cause a child with autism to feel confused and anxious because they no longer know what to expect. This can lead to overwhelming feelings that they may not be able to communicate, prompting them to flee.
Related Article: Responding to Elderly Patient Elopement and Wandering: Part 2
A child may elope to find a familiar person, place, or object that provides comfort and predictability, such as a favorite park, a grandparent’s house, or a specific train track they are intensely interested in.
Changes in routine, like a substitute teacher, a fire drill, or a new classroom setup, can introduce a cascade of unfamiliar sensory stimuli. The child may wander to escape this sensory overload and find a quieter, more predictable environment.
Seeking a Goal
Many students with autism have intense, focused interests. They may wander to pursue one of these interests, such as trains, traffic signals, or bodies of water. For example, a child with an interest in trains might elope to get to the train tracks. Some students may simply enjoy the physical sensation of running or the “chase” dynamic that can occur when a caregiver tries to follow them.
Elopement can be a way for a student to get to a favorite place (like a park) or a desired object they can’t access otherwise.
Related Article: 9 Common Traits of Autism SROs Should Know to Foster Positive Student Interactions
There is a strong connection between autism and a dangerous attraction to water. This attraction is a significant factor in the high number of wandering-related fatalities for children with autism, with drowning being a leading cause of death. The fascination often stems from a combination of sensory seeking and a lack of awareness of danger.
Why Water is a Risk Factor for Children with Autism
The intense attraction to water is often related to the sensory-seeking behaviors common in individuals with autism. The sight, feel, and sound of water can be very appealing, and this sensory-based interest can override safety instincts.
For a child with autism, the feel of water — whether it’s the pressure of submersion, the soothing sensation of being in water, or the feeling of rain — can be intensely calming and enjoyable. The sight of rippling water or a running faucet and the sound of splashing water can also be a powerful sensory draw.
Many children with autism have deeply focused interests in specific topics. Water-related interests, such as swimming pools, fountains, ponds, or even drains, can become an obsessive focus. A child may wander to a body of water to be near this interest.
A core risk factor is that many children with autism have a diminished sense of fear or an inability to recognize danger. They may not understand that a body of water is a life-threatening hazard, viewing it simply as a source of sensory input or a point of interest.
Related Article: Autism and Threat Assessment: What You Need to Know
According to data collected by advocacy groups, there have been a number of tragic wandering-related deaths involving children with autism in 2025. Drowning remains the leading cause of these fatalities.
According to Lori Mcllwain of the National Autism Association (NAA) there have been 57 wandering fatalities, 53 of these are from drowning, in 2025. The NAA reports an average of 7 wandering fatalities per month in the United States. Last school year, there were two school-related fatalities.
Students with ASD Could Be Escaping an Unpleasant Situation
Many individuals on the autism spectrum have heightened sensory sensitivities. A school environment can be overwhelming with bright lights, loud noises (like fire alarms or bells), and crowded hallways. Wandering can be a way to escape this sensory overload and find a calmer, quieter place.
A student may wander to escape a situation that causes them anxiety, such as a difficult academic task, social interactions, or a change in routine. When a student struggles to communicate their needs or distress verbally, elopement can become a non-verbal way of expressing that they are uncomfortable or overwhelmed and need to leave.
How Schools Should Respond to Elopements by Students with ASD
Schools should have a clear, well-rehearsed emergency protocol for elopement. This protocol should be part of a student’s Individualized Education Program (IEP) or Behavior Intervention Plan (BIP).
- Follow, Don’t Chase: An adult should immediately follow the student at a safe distance, unless the student is in immediate danger. The goal is to keep them in sight without causing them to panic and run faster or hide.
- Alert the Team: The adult following the student should use a two-way radio or a pre-arranged communication system to immediately alert the school’s response team. This team should include the principal, school psychologist, and other trained staff members.
- Secure the Perimeter: Designated staff members should immediately secure all external doors and gates to prevent the student from leaving school grounds.
- Search and Prioritize: The response team should begin a search, prioritizing the most high-risk areas first, such as nearby roads, bodies of water, and construction sites.
- Contact Parents and 911: The school should immediately notify the student’s parents and, if the student is no longer on school property, call 911. The parents can provide critical information about the student’s interests or favorite places that might help guide the search.
Responding to wandering events involving students with autism requires a swift, coordinated, and pre-planned approach that prioritizes the student’s safety above all else. Because students with autism may have a reduced sense of danger and an inability to communicate their name or address, these situations are extremely high-risk.
Immediate Wandering Prevention and Safety Strategies
To address this behavior, it’s essential to first understand the function of the elopement. Ss the student trying to get to something or get away from something? Once the trigger is identified, schools and families can implement the following strategies to prevent future incidents.
- Environmental modifications: Secure doors and windows with special locks or alarms. Use visual cues like “STOP” signs on doors to reinforce boundaries.
- Behavioral interventions: Teach the student alternative, safe ways to communicate their needs. For example, teach them to use a picture card or a simple phrase to request a break from a stressful situation instead of running away. Providing positive reinforcement for not eloping is also important.
- Structured routines: A predictable routine can reduce anxiety and the need to elope. Visual schedules can help students understand what to expect throughout the day.
- Collaboration: Teachers, parents, and other caregivers must work together to create a safety plan. This plan should include contact information, a recent photo of the student, and a list of their common elopement locations or interests. Some families also use GPS tracking devices to help locate a student if they do wander.
Long-Term Strategies to Prevent Elopement
While an emergency protocol is crucial, the ultimate goal is to prevent elopement from happening in the first place. This requires a proactive, team-based approach, including:
- Functional Behavioral Assessment (FBA): Conduct an FBA to determine the function of the elopement. Is the student trying to escape a difficult task, a loud noise, or a social situation? Or are they trying to get to something, like a preferred activity or object?
- Environmental Modifications: Based on the FBA, modify the classroom and school environment. This can include using door alarms, placing visual “STOP” signs on exits, or arranging the classroom so the student’s desk is not near a door.
- Teach Replacement Behaviors: Teach the student a safer, more appropriate way to achieve their goal. For example, if they elope to escape loud noises, teach them to use a picture card or a phrase like “I need a break” to request headphones or a quiet space.
- Create a Safety Plan: Develop a comprehensive safety plan with the student’s family, school staff, and first responders. This plan should include the student’s photo, a description of their communication style, and a list of their known triggers and preferred locations.
- Staff Training: All school staff, from teachers to janitors, should be trained on the risks of elopement and the school’s response protocol. They should also understand the underlying reasons for elopement in students with autism.
- Technology: Widely accepted nationwide, many schools allow or even sponsor GPS tracking devices, like AngelSense, for students with disabilities as part of their safety protocols. These devices can be a valuable tool to keep elopement -prone students safe by having the ability to track their movement.
- Resources: The National Autism Association also produces several publications, such as Be REDy Booklet for teachers, Autism & Wandering: Keep Your Classroom Safe, that can help teachers prepare for those students that are prone to elopement behaviors.
The Importance of Training and Collaboration
Responding to wandering events involving students with autism requires a swift, coordinated, and planned approach that prioritizes the student’s safety above all else. Because students with autism may have a reduced sense of danger and an inability to communicate their name or address, these situations are extremely high-risk.
Related Article: 12 School Emergency Strategies that Protect Students with Disabilities
To ensure the safety of students with autism, all school staff should be trained on the risks of elopement and the school’s response protocol. Understanding the underlying reasons for wandering is key to implementing effective prevention strategies and responding appropriately to a crisis. This holistic, proactive approach to safety can make a significant difference in the lives of vulnerable students.
Stefan Bjes is Founder and CEO at Blue Line Spectrum Safety LLC, which provides first responders with training on autism and developmental disabilities.
Note: The views expressed by guest bloggers and contributors are those of the authors and do not necessarily represent the views of, and should not be attributed to, Campus Safety.
