An evaluation of "preventing expulsion in preschool": A cognitive‐behavioral, strengths‐based teacher training to reduce early childhood exclusionary discipline.
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| Title: | An evaluation of "preventing expulsion in preschool": A cognitive‐behavioral, strengths‐based teacher training to reduce early childhood exclusionary discipline. |
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| Authors: | Shenberger, Elyse (AUTHOR), Zinsser, Katherine (AUTHOR) |
| Source: | Infant Mental Health Journal. Jan2026, Vol. 47 Issue 1, p1-19. 19p. |
| Subjects: | Student expulsion, Teacher training, Preschools, Cognitive psychology, Social development, Mental discipline, Classroom management |
| Geographic Terms: | Illinois |
| Abstract: | Preschoolers are excluded from early childhood education settings at alarming rates, largely for developmentally typical emotional responses. Boys, Black children, and children with disabilities are being excluded disproportionately more than their peers. In 2018, Illinois enacted legislation to limit formal expulsion; however, children are still pushed out of programs. This study evaluated Preventing Expulsion in Preschool (PEP)—a self‐paced, virtual teacher training providing content on exclusion in Illinois, social‐emotional development, and strategies for self‐regulation in response to a child's behavior. Predominantly female, Illinois teachers of color (N = 41) received continuing education credit for completing the training and were evaluated pre‐, post‐, and 3‐month‐post‐training to assess knowledge, attitude, skill maintenance, and changes in classroom practices. Through self‐report, participants positively received the training, trauma‐informed attitudes improved immediately after the training and were sustained at a 3‐month follow‐up, perceived stress decreased, self‐care uptake increased, and prosocial classroom management techniques improved at 3‐month follow‐up. Though expulsion risk increased following PEP, reported exclusionary discipline and expulsion practices decreased at follow‐up. These results inform policymakers that a brief, online training may reduce exclusionary discipline and is a good use of teacher time. [ABSTRACT FROM AUTHOR] |
| Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell 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: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 190817945 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An evaluation of "preventing expulsion in preschool": A cognitive‐behavioral, strengths‐based teacher training to reduce early childhood exclusionary discipline. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shenberger%2C+Elyse%22">Shenberger, Elyse</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zinsser%2C+Katherine%22">Zinsser, Katherine</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Infant+Mental+Health+Journal%22">Infant Mental Health Journal</searchLink>. Jan2026, Vol. 47 Issue 1, p1-19. 19p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+discipline%22">Mental discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Preschoolers are excluded from early childhood education settings at alarming rates, largely for developmentally typical emotional responses. Boys, Black children, and children with disabilities are being excluded disproportionately more than their peers. In 2018, Illinois enacted legislation to limit formal expulsion; however, children are still pushed out of programs. This study evaluated Preventing Expulsion in Preschool (PEP)—a self‐paced, virtual teacher training providing content on exclusion in Illinois, social‐emotional development, and strategies for self‐regulation in response to a child's behavior. Predominantly female, Illinois teachers of color (N = 41) received continuing education credit for completing the training and were evaluated pre‐, post‐, and 3‐month‐post‐training to assess knowledge, attitude, skill maintenance, and changes in classroom practices. Through self‐report, participants positively received the training, trauma‐informed attitudes improved immediately after the training and were sustained at a 3‐month follow‐up, perceived stress decreased, self‐care uptake increased, and prosocial classroom management techniques improved at 3‐month follow‐up. Though expulsion risk increased following PEP, reported exclusionary discipline and expulsion practices decreased at follow‐up. These results inform policymakers that a brief, online training may reduce exclusionary discipline and is a good use of teacher time. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190817945 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/imhj.70063 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Student expulsion Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Preschools Type: general – SubjectFull: Cognitive psychology Type: general – SubjectFull: Social development Type: general – SubjectFull: Mental discipline Type: general – SubjectFull: Classroom management Type: general – SubjectFull: Illinois Type: general Titles: – TitleFull: An evaluation of "preventing expulsion in preschool": A cognitive‐behavioral, strengths‐based teacher training to reduce early childhood exclusionary discipline. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shenberger, Elyse – PersonEntity: Name: NameFull: Zinsser, Katherine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01639641 Numbering: – Type: volume Value: 47 – Type: issue Value: 1 Titles: – TitleFull: Infant Mental Health Journal Type: main |
| ResultId | 1 |
