Early Childhood Suspension and Expulsion: A Content Analysis of State Legislation

Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis

“…Despite relatively widespread understanding of the high rates of preschool expulsion seen nationally, and risks associated with school discipline, the evidence for practices and policies that can reduce these rates and associated risks is lacking. A recent review of the existing state-wide legislation related to reducing preschool expulsion identified a need for more evidence-based interventions that can reduce rates and disparities within the rates of preschool expulsion (Loomis et al, 2021). The current study provides support for the role of interventions that aim to improve student-teacher relationships as central in expulsion prevention efforts, particularly interventions that focus on changing teacher perceptions (in tandem with or in lieu of an explicit focus on child behaviors).…”

Expulsion from Community Childcare Centers During the COVID-19 Pandemic: A Review of One State’s Practices

“…Additionally, children may miss out on the time needed to develop valuable foundational learning skills. Since ECE attendance is not a requirement by law, if expelled, children are not entitled to educational alternatives (Loomis et al, 2021 ).…”

“…Instead, children remain at home without behavioral supports until they are enrolled in a new ECE setting, where they enter with no change in their behavioral patterns or skill set, thus remaining at risk of being expelled again. Therefore, the practice of expulsion actually conflicts with already established knowledge that supports children’s social-emotional wellbeing (Loomis et al, 2021 ). Evidence suggests that outcomes for young children can improve with interventions, such as the implementation of Early Childhood Mental Health Consultation (ECMHC) (Hepburn et al, 2013 ), which results in a reduction of children’s challenging behaviors and improvements in their prosocial behaviors (Perry et al, 2010 ) and thus increasing the likelihood that they will successfully remain in learning settings.…”

“…It is important to focus on all of the contextual factors that contribute to ECE’s disciplinary practices in order to most effectively address the high rates of expulsion in these settings. In addition to more systemic factors, such as unclear policies and lack of funding (Loomis et al, 2021 ), the effects of teachers’ and administrators’ perceptions of child behaviors also must be taken into account to most fully understand and address this issue. Research has found that child expulsion is not typically the result of a singular incident, but rather due to a series of events culminating in an ultimatum made to the parents (Martin et al, 2018 ).…”

“…Child and family characteristics, particularly demographic background, have also been a factor of expulsion. Racial disproportionality is found across age ranges and settings among children who are expelled (Loomis et al, 2021 ). According to the U.S. Department of Education data in 2011, expulsion rates categorized by race presented as 6% for Latino, 33% for Black students, and 2% for White students.…”