Suspension and Expulsion in Early Childhood

Defining Suspension and Expulsion



Expulsion/Dismissal: Permanent dismissal of the child from the program in response to problem behavior. Does not include transition to another program, service or classroom (e.g., special education, transitional classroom, or therapeutic preschool program) deemed more appropriate for the child if done in collaboration with the family and the receiving classroom, program or service.

Preschool children are suspended up to three times more than students from kindergarten through 12th grades. In 2014, the United States Department of Education released the results of its 2012 Civil Rights Data Collection, which, for the first time included preschool data. The results showed that approximately 5,000 preschoolers were suspended at least once in 2012 and of those, nearly 2,500 were suspended a second time. African American children, who comprise only 18 percent of the preschool population, make up nearly half of all preschool suspensions. American Indian and Native Alaskan students represent less than 1% of the student population but up to 3% of suspensions and expulsions.

In recognition of the importance of addressing suspension and expulsion, the US Departments of Education and Health and Human Services issued a Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings in 2014 that provides recommendations to States and local early childhood programs to prevent and severely limit expulsions and suspensions in early learning settings. These recommendations include the implementation of multi-tiered systems of support (i.e., Pyramid Model) and the training of staff in implementing prevention and intervention strategies and ensuring equitable practices that are free of bias and discrimination.

How to Reduce Suspensions

The Pyramid Model is an effective approach for addressing challenging behaviors that may lead to suspensions. When culturally responsive practices, which are naturally incorporated in the Pyramid Model, are highlighted during training and coaching and intentionally applied in classrooms, suspensions and racial disparities in discipline may be greatly reduced.

Culturally Responsive Practices

Effective implementation of culturally responsive practices requires a transformation in the way teachers perceive and respond to the cultural norms of children of color. Educators must have access to professional development activities that include knowledge of:

Reducing Implicit Bias

In order to effectively reduce implicit bias and enhance the implementation of culturally responsive practices embedded in the Pyramid Model, teachers must engage in a journey of self-discovery that:

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