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Family Experiences of Early Childhood Programs' Reactions and Expulsion Decisions in Response to Children's Unwanted Behavior.

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Title: Family Experiences of Early Childhood Programs' Reactions and Expulsion Decisions in Response to Children's Unwanted Behavior.
Authors: Shenberger, Elyse1 (AUTHOR) eshenb2@uic.edu, Zinsser, Katherine2 (AUTHOR), Coba-Rodriguez, Saraí3 (AUTHOR)
Source: Early Education & Development. Jul2026, Vol. 37 Issue 5, p1073-1087. 15p.
Subject Terms: *Student expulsion, *Child behavior, *Early childhood education, *Caregiver attitudes, *Teacher training, *Classroom environment
Abstract: Research Findings: Each year, hundreds of U.S. preschoolers are expelled or excluded from early education settings, oftentimes for behaviors deemed developmentally normative. This study examined how families (N = 218) perceived program responses to unwanted behaviors – voices often neglected during discussions around preschool exclusion. Analyses revealed that over 50% of said families reported being called for early pick-up. For children retained following behavior warnings, families reported that programs adapted classroom routines and referred children for special education. In contrast, for children ultimately excluded following warnings, programs implied to families that their child was not a "good fit" for the program and/or pressured families to withdraw their child. Practice or Policy: Results highlight differential ways in which families perceive programs responding to children who are retained and those who are excluded following behavioral warnings. Our findings may provide insights for infant and early childhood mental health consultants regarding potential warning signs of program policies, how programs communicate with families about responding to behaviors, and/or how to better support teachers. Future work should include both family and program reports to understand the scope of the exclusion experience, and could also be incorporated into teacher training, providing teachers with skills on how to modify classroom routines and supports. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Research Findings: Each year, hundreds of U.S. preschoolers are expelled or excluded from early education settings, oftentimes for behaviors deemed developmentally normative. This study examined how families (N = 218) perceived program responses to unwanted behaviors – voices often neglected during discussions around preschool exclusion. Analyses revealed that over 50% of said families reported being called for early pick-up. For children retained following behavior warnings, families reported that programs adapted classroom routines and referred children for special education. In contrast, for children ultimately excluded following warnings, programs implied to families that their child was not a "good fit" for the program and/or pressured families to withdraw their child. Practice or Policy: Results highlight differential ways in which families perceive programs responding to children who are retained and those who are excluded following behavioral warnings. Our findings may provide insights for infant and early childhood mental health consultants regarding potential warning signs of program policies, how programs communicate with families about responding to behaviors, and/or how to better support teachers. Future work should include both family and program reports to understand the scope of the exclusion experience, and could also be incorporated into teacher training, providing teachers with skills on how to modify classroom routines and supports. [ABSTRACT FROM AUTHOR]
ISSN:10409289
DOI:10.1080/10409289.2026.2620027