When it comes to keeping our kids safe, few topics are as urgent—and as under-discussed—as water safety. For families of autistic children, the risks are even higher. Drowning is the leading cause of accidental death for children with autism, often linked to wandering and an attraction to water. In this two-part blog series, I’m sitting down with Dana Harvey, a swim instructor who specializes in adapted lessons for autistic children, and Andy Rozak, an emergency preparedness expert, to talk about real strategies, tools, and mindsets that can help prevent tragedy. This isn’t about fear—it’s about being informed, empowered, and prepared.
Meet the Experts
Tara: We’re diving into the connection between autism and drowning, and how we can better protect our children. Drowning is a leading cause of death for autistic children. That’s a reality many families don’t realize—until it’s too late.
To help us break this down, I’ve brought in two experts: Dana Harvey from Water Safety with Ms. Dayna and Andy Rozak from the Institute for Childhood Preparedness. Dana, can you start by introducing yourself?
Dayna: Hi, I’m Dayna Harvey, founder of Water Safety with Ms. Dayna. I’ve taught swim lessons for 35 years, and for the last 25, I’ve focused specifically on working with autistic children. I created a program called Where There Is Water, I Will Wait, and a parent tool called the Waiting Whales Water Safety Kit. My goal? Not just awareness—we have plenty of that—but education and empowerment. Parents need real, practical tools to prevent autism drowning.
Tara: Yes! That’s exactly why we’re having this conversation. Andy, can you share a bit about your background?
Andy: Absolutely. I’m the founder of the Institute for Childhood Preparedness, and we help early childhood programs stay safe and prepared—from fires and floods to active shooter situations. But water safety doesn’t get nearly enough attention. Drowning is already the leading cause of death in kids ages 1–4, and for autistic children, the risk is even greater. These deaths are often preventable with the right framework—and that’s why we’re here.
Why Are Autistic Children at Higher Risk?
Tara: Here’s a heartbreaking stat: Autistic kids are 160 times more likely to die from drowning than their neurotypical peers. About 50% wander or elope—and many are drawn to water. Dayna, why is that?
Dayna: Many of our kids have poor impulse control and are sensory seekers. Water is sparkly, calming, fun—it's a magnet. But the deeper issue is that no child instinctively knows water is dangerous. They have to be taught, and that teaching must be tailored to how autistic children learn. Unfortunately, many programs don't address that. Adapted swimming lessons are part of the solution, but we also need to teach rules and boundaries around water—something that often gets overlooked.
Andy: Right. When children wander, 90% of fatal incidents involve water. This isn’t about bad parenting. It’s about curiosity, not defiance. And we’ve got to take that seriously by creating layers of protection. Think of water as an “attractive nuisance”—like a lit fountain or a fire. It pulls kids in, and without risk assessments and proactive strategies, we’re left reacting to tragedy.
The Judgment Parents Face—and Why It Needs to Stop
Tara: I’m so glad you both keep stressing this: It’s not the parent’s fault. Autistic kids can wander silently and quickly. That’s terrifying. One second you’re brushing your teeth—next, they’re gone.
Dayna: Exactly. I use this example: One mom takes five minutes to scroll her phone, and her child colors the walls with a marker. We laugh. Another mom takes five minutes, and her child with autism is found in a pond. She’s judged harshly. But both were “lapses in watching.” One ended in laughter. The other in tragedy. That’s not fair—and it needs to change.
Andy: Absolutely. My motto is, don’t be scared, be prepared. That’s what we’re trying to do here—replace fear with planning. Whether it's a water safety sheet, door alarms, or teaching the concept of “wait,” it’s all about building in those protective layers.
Adapting Water Safety Strategies for Autism
Tara: Dayna, in your experience, how do autistic kids interact with water during your lessons?
Dayna: They’re just like other kids—some are fearless, others are anxious. That’s why my program separates “in-water” from “out-of-water” safety. Out of the water, we work on rules, boundaries, and impulse control. In the water, we teach survival skills: jump in, roll to your back, float, and return to safety. Adapted swimming lessons need to be more than fun—they need to be life-saving.
One big issue is how we use life jackets. I’m not against them—in uncontrolled environments like lakes or boats, they’re essential. But if parents rely on them at pools and then let their guard down, they can unintentionally teach kids that water = safe. It’s not.
Layers of Protection: Risk Assessments and Alarms
Tara: Andy, you mentioned “layers of protection.” What does that look like?
Andy: Start with a risk assessment: Walk your property and identify water hazards within 1,000 feet—ditches, retention ponds, fountains. Think beyond pools. Install door chimes. Use visual stop signs. Set up alerts. In child care centers, that might mean bells on gates or even zoning maps that show where water hazards are.
Parents can do the same—especially on vacation. Dana even helped a family create a neighborhood safety network, where neighbors could quickly check their property in the event of elopement. That’s proactive prevention.
Teaching the Concept of “Wait”
Dayna: One of the most powerful strategies I’ve developed is teaching children when water is “open” or “closed.” We use visual supports and tactile cues like handprints—same idea as “hands on the van” when you’re in a parking lot. Teaching “wait” helps reduce impulsivity, and it works in other areas too—like playgrounds and parking lots.
Final Thoughts
Tara: This conversation has been full of so many actionable strategies: risk assessments, chimes, community plans, and more. But the biggest takeaway? This isn’t about fear—it’s about preparation.
Dayna: Right. We don’t want parents avoiding water—we want them to feel empowered and in control.
Andy: Exactly. Most of the tools we’ve talked about are low-cost or free. And they make a huge difference. Start small, and layer from there.
Stay tuned for Part 2, we’ll dive even deeper into real-life strategies, talk about visual supports, predictable routines that can mean the difference between life and death, and share the small steps that can make a huge difference.
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