“If I Had Support, I Wouldn’t Have Expelled…”: Understanding Expulsion Decisions Through Educator Experiences and Quality of Support

Valerie Alicea

Co-Presenters: Yelin Oh

College: College of Liberal Arts

Major: BA.PSYCHOLOGY

Faculty Research Mentor: Keri Giordano

Abstract:

Abstract

Exclusionary discipline practices in early childhood education (ECE) settings are common, as young children are expelled at disproportionately higher rates than their older peers. These early experiences can put young children at risk for future exclusionary discipline. Despite this issue, little is understood regarding the ways the support systems available to teachers impact their decision to practice exclusionary discipline. This study addresses that gap by surveying teachers and teaching assistants in New Jersey community-based ECE classrooms serving children ages birth to age five. The online anonymous survey examines the types of support systems available to teachers, how they access and utilize these supports when working with children at risk for expulsion, their classroom management strategies, interactions with parents, and perceived obstacles to successful interventions. The survey will also track expulsion rates and compare support availability and usage between teachers who have used exclusionary discipline and those who have not. We anticipate that educators who do not engage in exclusionary practices report greater access to and utilization of supports. The study will center on the voices of educators and describe the role of support systems in exclusionary discipline decisions. This information can be used to guide implementation of targeted supports to reduce expulsion in ECE settings.



Keywords: early childhood education, educators, exclusionary discipline, support systems