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Understanding and Eliminating Expulsion in Early Childhood Programs

Early childhood programs improve learning outcomes when they implement policies to reduce and eliminate preschool expulsion.

Research tells us that high-quality, supportive early childhood programs have a positive effect on the lives of infants, young children, and families. Early childhood programs help support young children's readiness for school and lifelong success. Unfortunately, recent data show a troubling number of children are expelled or removed from early childhood settings. When this happens, children do not receive the benefits that early childhood programs provide.

Did you know?

Ratio of 4 boys to 1 girl

  • Preschoolers are expelled at three times the rate of children in kindergarten through 12th grade.
  • Preschool-aged boys are four times more likely to be expelled than girls.
  • Preschool-aged children may be more likely to be expelled based on factors like cultural background, disability, the child’s age, and family economic status.

Why is expulsion a concern?

Young children expelled from preschool are more likely to:

  • Lose chances to learn, socialize with other children, and interact with positive adult role models.
  • Miss out on chances to develop and practice the very skills they may most need, including social and emotional skills.
  • Develop ongoing behavior problems leading to later school difficulty.
  • Experience harmful effects on development, education, and health.
  • View themselves negatively or as not capable of learning.
  • Develop negative views about learning, school, teachers, and the world around them.

Families who have children who have been expelled may:

  • Lose access to a teacher or program that may have provided support to their child and family.
  • Experience increased stress, including financial challenges, as they look for alternative care. Some parents may lose their jobs when a child is expelled because there are limited alternatives for other care.
  • Blame themselves or their child. This can lead to harsh and less effective parenting approaches at home.

Why is this happening?

Early childhood programs provide a variety of reasons for expelling a child. Typically, a child is removed from a program because of behavioral concerns. Teachers and other staff may feel concerned about the safety of the child and other children in the program.

Other factors may include:

  • Teachers may feel overwhelmed by a child's behavior or may lack the education or skills they need to guide and respond to a child's behavior.
  • Work conditions, including low salaries, may contribute to teachers feeling stressed or depressed. This can affect their behavior management skills or tolerance for behavioral issues.
  • Classroom conditions, such as high teacher-to-child ratios, may affect a teacher's ability to manage a classroom and deal effectively with children who have behavioral issues.
  • Teachers may misunderstand a young child's behavior. For example, a young child who has experienced trauma may engage in aggressive behavior or use hurtful language. Their behavior may be interpreted as willful or purposeful instead of a reaction to his experiences.
  • Assumptions based on personal perspectives may lead to staff viewing certain children as more difficult to control or more harmful. This may lead staff to respond more often with harsh consequences. They may also recommend children be expelled.
  • Early childhood programs may have limited resources and capacity to support staff who have difficulty with a child. Head Start programs that use mental health consultation report less expulsion because mental health consultants can help staff address behavioral concerns.

How to Prevent Expulsion

Early childhood programs can implement policies to reduce and eliminate preschool expulsion. They can also adopt mental health supports like infant and early childhood mental health consultation. 

The Head Start Program Performance Standards outline steps programs must take to keep children successfully participating in the program. These steps include:

  • Collaborating with parents
  • Using a mental health consultant
  • Referring children for an evaluation to determine if they qualify for services under the Individuals with Disabilities Education Act.

Teachers and Caregivers Have an Important Role

During the first five years, young children are learning how to identify and respond to strong emotions, play and get along with other children, and respond to adults. Young children need adults who feel prepared to teach these important social and emotional skills. They also need adults who can respond to behavioral concerns.

Some resources to explore include:

How else can you help?

While working with young children and families is rewarding, it can also be complex, intense, and stressful. Understanding and sensitively responding to the unique needs and behaviors of all young children and families is hard work! Early childhood programs, in partnership with families, can help ensure children have the best start possible.

Here are ways you can help:

  • Know your program's approach for developmental screening.
  • Know your program's procedures for obtaining additional services and support when concerns are identified.
  • Work with your program leaders to make sure you have the support and training you need to work with children with behavioral concerns.
  • Seek support through the partnership with your program's mental health consultant.
  • Learn new ways to create healthy environments for all children. This includes building your skills and understanding in child development, cultural awareness, family dynamics, and trauma.
  • Build positive relationships with coworkers and families to help promote awareness of the cultures that are part of your classroom and program. You can explore your understanding of differences that might influence how you perceive behaviors.
  • Use relationships with trusted supervisors, colleagues, or your mental health consultant to explore your personal perspectives about children's behavior.
  • Work with your program leaders and managers to connect with and use your partnerships with local mental health agencies to support children and families who need additional help.
  • Help families nurture their child’s social and emotional development by connecting them with pediatricians, parenting groups, and home visiting services.
  • Learn more about and implement research- and evidence-based strategies to promote social and emotional development.
  • Talk with your supervisor about implementing a program-wide approach that supports young children's social and emotional development and responds to and prevents behavioral concerns.

Reflect on Your Practice

  • What do you describe as a behavioral concern?
  • What are your attitudes and beliefs about young children with behavioral concerns?
  • What ideas and research findings in this fact sheet raise questions about your practice? What new approaches might you try?
  • Think about the last time you responded to a young child displaying behavioral concerns. What was stressful about the situation? What were you feeling before you responded? After? What would you do differently if you had the chance?
  • What types of support do you need to try out these new ideas (e.g., assistance from your director, additional resources for your program)?

Read more:

,  Mental Health