Kennedy Stephenson feared her 6-year-old son, CJ, had been left behind when a fire alarm sounded at his school, but her worry ended when he emerged holding the hand of his former kindergarten teacher, Mrs. Taylor. CJ, who is level 1 on the autism spectrum and joined the family from Jamaica shortly before starting school, has benefited from the teacher’s consistent advocacy. Mrs. Taylor helped secure an IEP, an aide and classroom supports, which stabilized his behavior and stopped early suspensions. Stephenson credits the teacher’s dedication with much of CJ’s progress and says she feels deeply grateful.
Teacher Called a 'Guardian Angel' After Guiding 6-Year-Old With Autism Out During Fire Alarm
Kennedy Stephenson feared her 6-year-old son, CJ, had been left behind when a fire alarm sounded at his school, but her worry ended when he emerged holding the hand of his former kindergarten teacher, Mrs. Taylor. CJ, who is level 1 on the autism spectrum and joined the family from Jamaica shortly before starting school, has benefited from the teacher’s consistent advocacy. Mrs. Taylor helped secure an IEP, an aide and classroom supports, which stabilized his behavior and stopped early suspensions. Stephenson credits the teacher’s dedication with much of CJ’s progress and says she feels deeply grateful.
05:02 AM, 11/20/2025Society
Kennedy Stephenson had a scare after dropping her 6-year-old son, CJ, at school when a fire alarm sounded and he didn’t immediately exit with the other students. CJ, who is level 1 on the autism spectrum, follows an alternate morning routine and typically waits in the office for his aide. When the gym emptied and CJ had not yet appeared, Stephenson worried he might be lost or confused in the commotion.
Her concern evaporated when CJ walked out of the building holding the hand of his former kindergarten teacher, Mrs. Taylor — the woman Stephenson calls his “guardian angel.” Stephenson filmed the moment and says she smiled when the teacher waved to let her know CJ was safe as she guided him through the chaos.
"She held his hand and directed people around, creating order in the chaos," Stephenson says. "I knew he was in good hands and was relieved she was there right on time."
Stephenson explains that CJ joined their family three months before starting kindergarten after arriving from Jamaica and that early on they were still navigating his behaviors and awaiting evaluations. Mrs. Taylor stepped in as a consistent advocate: she implemented a rewards system, communicated with the family regularly, pushed for an Individualized Education Program (IEP), and advocated for accommodations such as an aide.
"She advocated for him to get an IEP as quickly as possible, and she pushed for the school to make accommodations for him, like having an aide," Stephenson says.
Those efforts helped CJ find stability. Stephenson says suspensions that occurred early on stopped, CJ began forming friendships, and his behavior improved as he built relationships with teachers and peers. Now in first grade, Stephenson says he is "in an entirely different place" and credits much of that progress to the early support he received.
Reflecting on the episode and on school in general, Stephenson says parents must trust the adults caring for their children. She feels fortunate for the supportive staff at her son’s school and especially grateful to Mrs. Taylor, who she calls a gift and a steady presence in CJ’s life.
Photo courtesy of Kennedy Stephenson