The Dangers of Preschool Expulsion

By: Katie McKay, EC-SEAT Scholar

In a recent report from the Center for Family Policy and Research at the University of Missouri, Splett and Hawkins (2011) stated preschool expulsion is the, “single best predictor of adolescent delinquency and adult imprisonment,” (p. 1, pp.3) an alarming fact when paired with high rates of preschool expulsion occurring in the United States today. On average, Gilliam (2005) reported the preschool expulsion rate is over three times the rate of K-12 expulsions across the U.S (Figure 1). Parents are confused why preschools are kicking out their very young children. Teachers feel as if they have no other choice but to expel children with challenging behaviors. And national advocacy and professional groups have come together to stand against preschool expulsion and suspension. 

  

Figure 1. Preschool versus K-12 expulsion rates per state. Adapted from “Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems” W. Gilliam. (2005).

                  Preschool expulsion is defined as a permanent discharge from a preschool program, whether private or public which requires the child to seek an alternate placement.  Preschool children, from ages 3 to 5, are being denied opportunities for social and academic growth based on their behavioral or emotional challenges.  Teachers feel they have no resources or support systems to effectively work with challenging children in the classroom.  Teachers do not receive adequate training in, “facilitating children’s social and emotional growth,” according to Burwell and Duncan (2014, p.4). For these reasons, children are being removed from programs.

                  Children are hurting from this practice and so will society.  Many of the children who are expelled from programs have behavioral or emotional challenges. When children are excluded from school programs, their behavior problems are likely to persist because they lose access to behavioral intervention or support.  Children who are expelled from preschool are more likely to be less productive in society in their later years and require increased public spending for welfare, imprisonment, and social programs (Splett & Hawkins, 2011).

                  According to research  by Gilliam (2008) on the reduction of preschool expulsion, several factors influence expulsion rates.  Firstly, teachers with a lower student-to-teacher ratio report fewer expulsions.  Teachers also reported lower expulsion rates when they spent fewer hours per day working in a preschool program.  When teachers had lower self-reported levels of work-related stress, they also had fewer expulsions.  Teacher access to mental health consultation for children impacts expulsion rates.  When preschools provided on-site, or regular visits of, a psychologist or social worker, the expulsion rate was around six students per every 1,000 (Gilliam, 2005).  Programs which had no access to either a psychologist or social worker expelled around nine students per every 1,000 (Gilliam, 2005) (Figure 2). 

Figure 2 Preschool expulsion rates based on access to mental health consultation. Adapted from “Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems” W. Gilliam. (2005).

                  While research exists outlining steps that can be taken to reduce preschool expulsion, policy makers have not necessarily used this information to its fullest.  The US Department of Health and Human Services and US Department of Education put out a joint policy statement on expulsion and suspension policies in early childhood settings.  This joint statement called upon the states to create policies to reduce expulsion.  However, states may choose whether to follow the suggestions or not.  The Child Care and Development Block Grant Act (CCDBG) offers some requirements for states accepting grant funds, however they are limited and not mandatory.  The state of New Hampshire is fairly progressive as the state legislature recently passed House Bill 1145 to establish a committee to study preschool expulsion.  The state’s Child Care and Development Fund Plan for years 2016-2018 outlines New Hampshire’s plan to utilize the Preschool Technical Assistance Network (PTAN) as a partner for offering mental health consultation services to preschool programs across the state.  These policies are the beginning steps in a long road to ending preschool expulsion.

                  Preschool expulsion reduction policies must be created for the sake of our children.  Children cannot advocate for themselves, and they suffer most from the lack of policy protecting their right to attend school.  Therefore, it is the role of the parents and other advocates to speak up on behalf of the nation’s children.  Teachers are calling out for proper support and resources so they may begin to work more effectively with struggling children.  Many advocacy groups, such as the NAEYC, National Center for Children in Poverty, American Academy of Pediatrics, and Zero to Three have outlined their position on reducing expulsion in preschool.  With so many voices, policy makers need to listen. 

Based on the research and current policy, I have outlined four recommendations for policy makers. 

1. Each state shall establish a department agency or organization that will serve as a resource for teachers who need assistance with behavioral/emotional challenges in the classroom. 
2. This agency or organization will be responsible for providing support to any/all teachers who request consultation. 
3. Teacher training programs should have a social/emotional behavior management component for pre-service teachers in order to become familiar with strategies and resources that can be used prior to considering expulsion. 
4. Professional development opportunities should be offered, by the state, in the category of social/emotional behavioral support of young children in the classroom.  By creating policy to enact these changes, preschool expulsion can be drastically reduced and society will benefit significantly.

References

• Burwell, S. M. & Duncan, A. (2014). Policy statement on expulsion and suspension policies in early childhood settings. U.S. Department of Health and Human Services & U.S. Department of Education. https://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-ece-expulsions-suspensions.pdf
• Child Care and Development Block Grant (CCDBG) Act. S. 1086. (2014). Retrieved from: https://www.gpo.gov/fdsys/pkg/BILLS-113s1086eah/pdf/BILLS-113s1086eah.pdf
• Child Care and Development Fund (CCDF) Plan for State/Territory New Hampshire. (2016).
• Gilliam, W. S. (2005). Pre-kindergarteners left behind: Expulsion rates in state prekindergarten systems. The Foundation for Child Development. http://fcd-us.org/sites/default/files/ExpulsionCompleteReport.pdf
• NH HB 1145. Establishing a committee to study suspensions and expulsions in licensed preschools and in kindergarten through grade 3. (2016)
• Splett, J. & Hawks, J. (2011). The call to end preschool expulsion: Prevention and intervention strategies. Center for Family Policy and Research: University of Missouri. http://hdfs.missouri.edu/cfpr/documents/briefs/expulsion.pdf
• Standing Together Against Suspension & Expulsion in Early Childhood. NAEYC. http://www.naeyc.org/files/naeyc/Standing%20Together.Joint%20Statement.FINAL_.pdf

About the Author: I am a first-year graduate student in the EC-SEAT program from Goffstown, New Hampshire. I graduated in May of 2015 with a BA in Spanish and Political Science. Instead of going to law school, as I initially thought I would, I decided I want to work hands on with children. I've been lucky to have a variety of experiences with individuals with special needs including work in my high school as a peer mentor, a summer camp counselor at a camp for children with special needs, volunteering with Special Olympics, working 1:1 in home supports with a 6-year old boy with multiple disabilities, and running the UNH chapter of Best Buddies. I am really interested in assistive technology and minored in disability studies as an undergraduate, nearly completing my certificate in AT. I am very much looking forward to my two years in the program!