What to Do When the School Wants to Shorten Your Child’s Day
By: Dr. Gabrielle Baker, President & Advocate
When a school suggests a shortened day—or tells you it’s “best” for your child—it can feel overwhelming and even alarming. A reduced schedule often signals that the school is struggling to support your child’s needs during the full instructional day. While sometimes appropriate as a time-limited intervention, shortened days are frequently misused, leading to lost instruction, segregation, and a denial of FAPE. The good news: parents have rights, and you have options.
1. Understand Why the School Is Requesting It
Start by asking the team to clearly explain the reason for a shortened day. Is the school citing behavior? Fatigue? Limited staffing? Safety concerns? A shortened day should never be used for the school’s convenience, staffing shortages, or as punishment. Federal guidance makes clear that disability-related needs should be addressed through supports, services, and interventions—not by removing a child from school.
2. Request Data, Not Opinions
Ask the team to provide data supporting their recommendation. What objective information shows the child cannot access the full day with appropriate supports? Request incident logs, behavior data, academic data, time-on-task measures, and any functional assessments. Decisions must be data-driven, not based on isolated events or subjective observations.
3. Explore Supports Before Reducing Time
Schools are required to consider less restrictive supports before removing a child from the general schedule. Ask what interventions have already been tried and whether the school has implemented all appropriate supports, such as:
• updated accommodations
• behavior intervention plan revisions
• sensory breaks
• paraprofessional support
• modified workload
• counseling or SEL services
• assistive technology
If these have not been attempted or fully implemented, a shortened day is premature.
4. Request a Functional Behavioral Assessment (FBA) if Behavior Is a Reason
When behavior is cited, an FBA is often the critical missing step. It identifies the function behind the behaviors so the team can create an effective, individualized Behavior Intervention Plan (BIP). Many students return to full days successfully once proper supports are in place.
5. Know That Shortened Days Must Be Temporary and Documented
If a reduced day is absolutely necessary, federal and state guidance requires:
• a clear start and end date
• an explanation of the disability-related need
• a plan to return the student to a full day
• ongoing data review
• parent consent—not coercion
Shortened days should be the least restrictive option and never an open-ended arrangement.
6. Put Your Requests and Boundaries in Writing
Document your understanding of the situation and request a Prior Written Notice (PWN) outlining the school’s proposal, the data supporting it, and the options considered. Written communication protects your child’s rights and ensures the team is accountable.
7. Propose an Alternative Plan
Parents can offer solutions that keep the child in school while addressing concerns. This may include:
• increased adult support
• scheduled breaks or sensory regulation time
• modified class transitions
• a temporary calm-down plan
• additional related services
Often, the problem is not the length of the school day, but the lack of appropriate supports.
8. Consider Requesting an Independent Educational Evaluation (IEE)
If you believe the school does not fully understand your child’s needs—or if prior evaluations are incomplete—you can request an IEE at public expense. A comprehensive outside evaluation often provides the data needed to correct inappropriate recommendations.
9. Remember: A Shortened Day Is a Placement Decision
Placement decisions must be made by the full IEP team, with parent participation, and based on your child’s unique needs—not convenience or discipline. A school cannot unilaterally impose a shortened day without following IDEA requirements.
10. You Are the Most Important Voice at the Table
You know your child best. If a shortened day doesn’t feel right, speak up. Ask questions, request documentation, and insist on exploring all interventions first. Families often discover that once supports are appropriately layered, the need for a reduced schedule disappears.
Shortened days dramatically affect a student’s learning, socialization, and long-term progress. Before agreeing, make sure the team has truly exhausted all appropriate supports to help your child access a full school day safely and successfully.
If you need help navigating this conversation or drafting the right written response, Education Advocates of America is here to support you.
