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Expulsion from Community Childcare: Predictors and Patterns Across Time.

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Title: Expulsion from Community Childcare: Predictors and Patterns Across Time.
Authors: Giordano, Keri1 (AUTHOR) KGiordan@kean.edu, Oh, Yelin1 (AUTHOR), Stolovitz, Ruth1 (AUTHOR), Calcagno-Davi, Briana2 (AUTHOR)
Source: Early Childhood Education Journal. Mar2026, Vol. 54 Issue 3, p1325-1335. 11p.
Subject Terms: *Student expulsion, *Day care centers, *Mental health services, *At-risk behavior, *Behavior modification, *Early childhood education
Abstract: This study examined expulsion predictors and patterns across time. An anonymous online survey was completed by 233 participants, primarily program directors (87.6%), from across the state predominantly suburban areas and families of diverse income levels. Email invitations were sent to 2,035 licensed childcare centers, resulting in 233 completed surveys. Most participants (61.4%) reported suspending children and a total of 214 suspensions were reported for reasons such as hurting others or challenging behaviors. For expulsions, 37.8% of participants had expelled children, citing similar reasons as suspensions. A total of 163 expulsions were reported. When combining suspension and expulsion data, 33% of programs had neither suspended nor expelled a child, while others had either suspended, expelled, or both. Despite these high rates, 57.4% reported having access to support for challenging behaviors, primarily from mental health professionals, colleagues, and local public schools. Significant predictors of suspension included support availability and suburban location, while only support availability predicted expulsion. Finally, when examining patterns over time, suspension rates increased, with significant changes noted between 2018 and 2024. Expulsion rates also varied, with notable increases between 2022 and 2024. Results of this study suggest that suspension and expulsion continue to be problematic in early learning setting, and that a decrease that was seen during the COVID-19 pandemic is no longer evident. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Expulsion from Community Childcare: Predictors and Patterns Across Time.
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  Data: *<searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br />*<searchLink fieldCode="DE" term="%22Day+care+centers%22">Day care centers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mental+health+services%22">Mental health services</searchLink><br />*<searchLink fieldCode="DE" term="%22At-risk+behavior%22">At-risk behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink>
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  Data: This study examined expulsion predictors and patterns across time. An anonymous online survey was completed by 233 participants, primarily program directors (87.6%), from across the state predominantly suburban areas and families of diverse income levels. Email invitations were sent to 2,035 licensed childcare centers, resulting in 233 completed surveys. Most participants (61.4%) reported suspending children and a total of 214 suspensions were reported for reasons such as hurting others or challenging behaviors. For expulsions, 37.8% of participants had expelled children, citing similar reasons as suspensions. A total of 163 expulsions were reported. When combining suspension and expulsion data, 33% of programs had neither suspended nor expelled a child, while others had either suspended, expelled, or both. Despite these high rates, 57.4% reported having access to support for challenging behaviors, primarily from mental health professionals, colleagues, and local public schools. Significant predictors of suspension included support availability and suburban location, while only support availability predicted expulsion. Finally, when examining patterns over time, suspension rates increased, with significant changes noted between 2018 and 2024. Expulsion rates also varied, with notable increases between 2022 and 2024. Results of this study suggest that suspension and expulsion continue to be problematic in early learning setting, and that a decrease that was seen during the COVID-19 pandemic is no longer evident. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-025-01933-8
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              Text: Mar2026
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