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EXPULSION

  • 1.  EXPULSION

    Posted 02-19-2019 11:50 AM

    Head Start and Early Head Start decided not to allow expulsion of children from their programs for any reason about, as I remember, four years ago. I believe they arrived at that decision because of brain research. Neurobiology has made it clear that negative behaviors are learned, and responses to fear. They are not a child's personality. A child's negative behaviors all too frequently lead to negative experiences that just further develop the freeze, fight, or flight responses of the brain. To get a child to start thinking about better behaviors they need to be calmed and made to feel safe. When children learn to think about the consequences of their behaviors, they are ready for a successful life. Children who have failed at preschool often experience tragic consequences.



    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------


  • 2.  RE: EXPULSION

    Posted 02-20-2019 08:18 AM
    Hi Jack,

    I agree that our responsibility is to help small people (and big people) learn self-regulation, coping, resilience, and all of the skills we need to be successful.  However, I also believe in a goodness of fit.  I don't believe in expelling children from our programs due to behavior we are unwilling, or unable, to work through and with, but I do see times when people are determined to keep a child in a program when a different program may be a better option.  I believe if educators do their best, work with families, and look at what is best for the child the answer may not always be the current program.


    ------------------------------
    Ida Gatfield
    Cardinal Kids' Club
    Redwood Falls MN
    ------------------------------



  • 3.  RE: EXPULSION

    Posted 02-20-2019 10:27 AM
    Ida, I agree. Thanks for your comment.

    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------



  • 4.  RE: EXPULSION

    Posted 02-20-2019 01:38 PM
    We've had a no-expulsion guidance policy for the entire twelve years our program has operated. I appreciate Ida's comments about "fit" but have seen time and again over the years how that rationale has been used to counsel children/families out of programs that are unable or unwilling to support children with identified special needs or who need a high degree of individualized support (for any reason) to thrive. They end up coming to our program based on our reputation for inclusion.

    When a child is excluded, however the adults attempt to rationalize it, the impact on a child's confidence, self-efficacy, and sense of self is the same: disastrous.

    ------------------------------
    Stephen Karmol
    Executive Director
    Wild Lilac CDC
    Portland OR
    ------------------------------



  • 5.  RE: EXPULSION

    Posted 03-15-2019 11:17 PM
    I agree whole-heartedly that every effort should be made to include and keep children in school with their peers.  However, as a special education teacher, I know from experience that the "Least Restrictive Environment" does not necessarily mean inclusion in the regular education classroom.  Without adequate resources, services, and qualified personnel, the experience can be devastating for all involved.  If the organization cannot provide all of the aforementioned along with a healthy dose of patience and perseverance, then I'd rather see the child placed in an environment that is capable of doing so.  We also have to consider the impact of the one on the many.  Sometimes it takes a whole lot of soul searching or a reality check to get to a win-win situation.

    ------------------------------
    Pam Ebersole
    Early Childhood Educator
    Palm Bay, Florida
    ------------------------------



  • 6.  RE: EXPULSION

    Posted 02-20-2019 04:24 PM
    Good! No child should be expelled from school. Many years ago a very wise elementary school principle told parents "It isn't up to your child to meet the schools needs...It is up to the school to meet every child's needs". Pretty much says it all doesn't it.

    ------------------------------
    Karin King
    Education Consultant
    Trumbull CT
    ------------------------------



  • 7.  RE: EXPULSION

    Posted 02-21-2019 09:28 AM
    Yes Karin! 

    Bev Bos once said "We shouldn't be getting kids ready for school, we should be getting school ready for kids".  I agree with this.  I think those of us in this conversation would all agree.  My question is this, how do we prepare people working with children to work with children through challenges?  This is my conundrum.  I have staff that graduate from high school and come work here.  I want everyone to be confident in their ability to teach, and learn from children.  I have the luxury of having a mental health program available that can hold training for staff, and also works with children, though I do see adults that give up when the work gets challenging.  I have worked with a few families in the course of twenty years to ensure their children's needs are met through other programming when I do not have adults that are capable of the work needed.  In those cases, I still maintain a relationship with the family and child which is easy to do in our small town.

    In the few instances my program could not meet a child's needs, I struggled with my own ego and the concept of failing a child.  I finally had to realize I was failing the child more by subjecting them to adults that were not equipped to meet their needs.  This is not the same as expelling children for not adapting to a developmentally INappropriate environment, requiring children to restrain themselves from being children, or having expectations that children must sit for activities that they are not interested in.  I hope we can find a way to prepare people for the wonderful world of ALL children, not just the ones we find easy to fit an inappropriate mold.

    ------------------------------
    Ida Gatfield
    Cardinal Kids' Club
    Redwood Falls MN
    ------------------------------



  • 8.  RE: EXPULSION

    Posted 02-22-2019 12:07 PM

    I need to express a troubling opinion. The questions and responses in this Hello site regarding impulsive negative behaviors-basically aggression and refusals-worry me that we still have a long way to go before early childhood education programs are consistently more than babysitting. Excellent babysitting protects children from dangers, and sees that they have appropriate nutrition and sleep, even exercise, but it doesn't prepare children for a successful life.

    A successful life requires that children learn to pay attention to the consequences of their behaviors in order to regulate their emotions and impulsivity, and to use these learnings to develop dynamic social skills the rest of their lives. I want to note that training attention includes the development of curiosity, which facilitates formal education the rest of a person's life.

    What I think has happened that leads to me feeling that too many programs are still babysitting is that programs may have fallen behind regarding child development education. Our understanding of child development is far more than normative information now-what to expect at certain ages. It is now about brain science, how children learn.

    I want to be clear, excellent babysitting is far better than ignoring the needs of children, but we can do so much more for children if we update our skills with this neurobiological information. I'm not blaming anyone. I'm proud of the concern for young children that I see on this site. I'm asking for conversation.



    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------



  • 9.  RE: EXPULSION

    Posted 02-22-2019 12:34 PM
    Hello Jack, I appreciate your passion. If you're inviting conversation, I encourage you to pose questions. Even your original post read like a tiny polemic. Candidly, what are you hoping to discuss in the context of this thread about expulsion? 

    Take care,
    Stephen

    ------------------------------
    Stephen Karmol
    Executive Director
    Wild Lilac CDC
    Portland OR
    ------------------------------



  • 10.  RE: EXPULSION

    Posted 02-22-2019 01:38 PM
    Hello Jack and Stephen. Both of your comments make it even more clear to me that the fact that all States have different "Rules and Regs". This needs to be addressed. I Consult in Connecticut and we have very comprehensive, clear and numerous (LOL) regulations regarding Early Childhood programs. I venture to say that my State moved away (stringent rules/regs) from the "babysitting" model years ago. Ratio's, group size,  teacher education requirements, use of consultants, curriculum are clearly outlined by the State Department of Early Childhood. Inspections (even at the "Family Child Care -6 children or less) are frequent and thorough. It is not uncommon for an inspector to spend several hours visiting a program. Being "out of compliance" must be corrected within a short time and re-inspection happens in a timely manner. If a program does not meet the standards, it is shut down...period.
    My point is, as an Early Childhood community, we should, perhaps, take a look at how States with the, for lack of a better word, best ECE Programs operate and attempt to bring all other States up to the highest standards. The "babysitting" issue might end.
    Just saying....

    ------------------------------
    Karin King
    Education Consultant
    Trumbull CT
    ------------------------------



  • 11.  RE: EXPULSION

    Posted 02-22-2019 01:50 PM
    Hi Karin, I'm wondering: What is the relationship between licensing guidelines and the discussion around expulsion in early childhood? Does the state of Connecticut have licensing guidelines or regulations around early childhood suspension or expulsion, or just broader guidelines about discipline/guidance?

    ------------------------------
    Stephen Karmol
    Executive Director
    Wild Lilac CDC
    Portland OR
    ------------------------------



  • 12.  RE: EXPULSION

    Posted 02-22-2019 03:23 PM
    Stephen, nothing re: expulsion in the Rules and Regs. The discussion "morphed" into the topic of babysitting. I wanted to address that topic.
    In my experience most of the programs here in CT do not use "expulsion" . Programs utilize their network of consultants (required) to find a solution that is best for the child, family and classmates. This could mean, special services for the child or assistance in finding an environment that would provide the best possible services if need be. Many of the school districts (in CT it is town by town)  also offer services to assist the independent Early Childhood Programs. In my own experience as a consultant I have found that an observation and letter to concerned parents that comes from me (even if I say exactly what the teachers/directors say) can be very reassuring.

    ------------------------------
    Karin King
    Education Consultant
    Trumbull CT
    ------------------------------



  • 13.  RE: EXPULSION

    Posted 02-23-2019 10:23 AM
    My question for discussion is, how do we adjust to the lack of funds that it takes to make early childhood education clearly not babysitting in all situations? It looks like Karen's centers have more money. Good job Connecticut. It doesn't take much time to teach how to deal with negative behavior, but it takes some one-on-one time and many center's can't pay for that extra aide.

    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------



  • 14.  RE: EXPULSION

    Posted 02-24-2019 10:38 AM

    "Every year 50,000 preschoolers are suspended from public preschool programs. This does not consider all of the preschool students that are suspended from private programs. These children represent the very beginning of the school-to-prison-pipeline. African-Americans boys and girls face overrepresentation in suspension and expulsion in preschool. " -Disrupt the Preschool to Prison Pipeline

    It sounds like Connecticut has an enlightened statewide approach I'd like to learn more about; suspension and expulsion is one of the most important social justice issues in early childhood education nationwide. 



    ------------------------------
    Stephen Karmol
    Executive Director
    Wild Lilac CDC
    Portland OR
    ------------------------------



  • 15.  RE: EXPULSION

    Posted 02-24-2019 03:45 PM
    Stephen, I had no idea that the problem of expulsion of preschool children was that terrible or that racist. Thank you for your post and the link to the National Women's Law Center.  We have good science, and I have years of experience, changing acting-out behaviors. NAEYC is working on an article that I've written regarding the changes that neurobiology offers us as early childhood educators. I hope it will help with the issue a little. I hate to remember the number of times when I was doing therapy that a parent brought me a child with a "vicious" temper. I was seldom able to keep the parent coming to sessions, but I easily demonstrated that treated properly children are not vicious. I had a son in a school where an eleven-year old stopped being vicious after she and I talked for 20 minutes before I saw her mother. Mother was offended that she might be seeing things inappropriately, but the child was able to change her behavior at school. I think that programs have children long enough to change their behaviors when they learn how: namely, that children have learned their behaviors and can learn better ones. Learning is what we're about.

    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------



  • 16.  RE: EXPULSION

    Posted 02-25-2019 12:28 AM
    Why is everything lately labeled "racist"?   Could some of those expelled preschoolers simply be kids who do not belong in a particular preschool setting?  Kids of ALL races/ethnicities get expelled- having been in the realm of education since 1976 (preschool, elementary, middle school and both public, parochial), I can attest to that fact!  Problem children are just that- problems to our well-behaved student's right to get an education!  And the problem STARTS AT HOME!!!!   RENEE CARIGLIA ��������������



    Sent from my T-Mobile 4G LTE Device





  • 17.  RE: EXPULSION

    Posted 02-25-2019 04:23 PM
    It's sad and shocking that an educator would make a statement about "problem children;" though their behaviors may be disruptive or challenging, it's the behavior that may be problematic -- not the child.

    I see that you did not read the article:  "According to Department of Education, Black students comprise 18% of the total preschool population but 47% of the preschool students that are suspended. Black girls represent 20% the preschool population but 54% of the preschool girls that are suspended.  Black boys are 19% of the male preschool population but 45% preschool males that are suspended."

    The disproportionate rates of suspension and expulsion for African American children means that it is in fact a racially biased system. 

    These statistics mirror racial disparities in incarceration:
    • In 2014, African Americans constituted 2.3 million, or 34%, of the total 6.8 million correctional population.
    • African Americans are incarcerated at more than 5 times the rate of whites.
    • The imprisonment rate for African American women is twice that of white women.
    • Nationwide, African American children represent 32% of children who are arrested, 42% of children who are detained, and 52% of children whose cases are judicially waived to criminal court.
    • Though African Americans and Hispanics make up approximately 32% of the US population, they comprised 56% of all incarcerated people in 2015.

    Hopefully you now have a basic understanding of the preschool-to-prison pipeline.

    ------------------------------
    Stephen Karmol
    Executive Director
    Wild Lilac CDC
    Portland OR
    ------------------------------



  • 18.  RE: EXPULSION

    Posted 02-26-2019 08:09 AM
    This is such an important topic! Through out my career in ECE, I have witnessed more and more situations were children have been expelled. I think there is a huge issue with not addressing mental health issues in children. Our ECE teachers and staff  need more training and more support form the mental health workers in our communities. I myself have worked with families and children as best as I could, however, at some point the safety of the staff and other children must be considered. In most cases, if the parents are on board to work together to best serve their children, we have not had to expel. But if the parents are not working with us, it is very difficult to help the child in any long term capacity. I also strongly believe that more trauma training needs to be done for our staff.  In Delaware, the United Way is offering free trauma training to educators to help teachers understand what childhood trauma is, and how to respond to it. It is invaluable in understanding children, their home lives, their behaviors etc. I do not have the answers, but am thankful there are places we can discuss and brainstorm solutions.

    ------------------------------
    Elizabeth Smith
    TEACH Counsolor
    DEAEYC
    Newark DE
    ------------------------------



  • 19.  RE: EXPULSION

    Posted 02-26-2019 01:49 PM
    Stephen did an excellent job articulating that the idea of "problem children" is absurd.  I was very put off by that description.  I have worked in the mental health field as well as the early childhood education field.  Some children have learned some very poor social and adaptive skills.  They need to be taught a new way to obtain their goals.  This is NOT the child's fault.  AND sometimes it is not the parent's "fault".  Many parents are doing the best they can to survive.  They have to work long hours to provide for their family and are tired.  To blame the parents does not help.  How about instead, we work with the parents and teach them new ways to help their children succeed?  Once again - behavior is learned, and some parents need to unlearn bad habits and learn better ways of working with their child.  Playing a blame game does not help.  If we, as a society, wish to improve, we must start by educating better coping skills, social skills, and adaptive skills.


    ------------------------------
    Melissa Meyer
    Madison MS
    ------------------------------



  • 20.  RE: EXPULSION

    Posted 02-26-2019 08:33 AM
    Hi Renee, 

    The data clearly points to the impact of both structural racism and teacher bias on the expulsion rates of preschool children. Here's a chart from EdWeek: 

    xm4UKxDpSOX5tV60xO56_preschool expulsion.JPG
    And here's a recent report (Dec 2018) from the Institute for Child Success

    In a 2016 study which received widespread media attention, Dr. Walter Gilliam and colleagues from the Yale Child Study Center focused on implicit teacher bias in preschool settings. Researchers found that many preschool teachers have personal perceptions or biases about children and their behaviors based on gender, race, and physical size. This teacher bias appears to be associated, in part, with the teacher's own race, and leads to the discrimination of boys, especially boys who are Black and physically larger. Findings from this study document that Black and Hispanic boys, beginning at a very young age, are more frequently suspended and expelled from early childhood programs than other children. Given the large number of young children from minority populations in the United States enrolled in part- and full-time preschool programs, the scope of this problem is made clear: many male children with African-American and Hispanic heritages are at risk for being identified as "problematic," thus increasing the likelihood of their suspension or expulsion.


    ------------------------------
    Chris Amirault
    School Director, Tulsa Educare
    Member, Affiliate Advisory Council
    Tulsa OK
    camirault@naeyc.org
    ------------------------------



  • 21.  RE: EXPULSION

    Posted 02-26-2019 10:49 AM
    Unfortunately the research done on this topic is very frightening and clear. Teachers when studied show significant bias against students of color. When shown incident reports and asked how the child should be punished, teachers suggest harsher punishments based on names of students (the teachers are given forms with stereotypical white sounding names vs. African American sounding names and asked what the discipline should be). The studies on suspension and expulsion do not show a significant difference in child behavior, just a significant difference in adult response. Given that, 17% of a demographic should never make up 48% of students suspended. Here are a couple of resources that people interested in the research on this topic would do well to watch or read. Remember that 'goodness of fit' is a concept that applies to adults adjusting our behaviors to match the temperament of children and not the other way around.

    This Webinar explains some of the research done:
    https://challengingbehavior.cbcs.usf.edu/Training/Webinar/archive/2018/09-25/2018-09-25_Race-Bias-and-Equity.html
    This article covers some of the research on Bias:
    https://medicine.yale.edu/childstudy/zigler/publications/Preschool%20Implicit%20Bias%20Policy%20Brief_final_9_26_276766_5379_v1.pdf

    ------------------------------
    Benjamin Riepe
    Centennial CO
    ------------------------------



  • 22.  RE: EXPULSION

    Posted 03-13-2019 05:08 PM
    I am a doctoral candidate and I have been struggling with if I should do my dissertation on preschool suspensions in general or should I tackle the elephant in the room. I decided that the research shows that there are large racial disparities and possible reasons why but I can't seem to find any research that goes to the central person and that is the classroom teachers. I chose to do my dissertation on the attitudes and beliefs of the teachers. Why should a child be suspended or expelled? Why do you think racial disparities are so large because research shows that there Black children's behaviors are not any worse than their peers? My only hope is that teachers will be honest because my desire and hope is to supply a solution to this ever growing problem. I would like for the teachers to give suggestions and insight as to why these disparities begin at such early ages. As I reading I received confirmation that I was doing the right thing because a participant said why does everything have to be about race and someone replied because it is that is a fact look at the statistics. I have been reading an article and speaks of a certain people think we are living in a post racial society and racism doesn't exist any more. We had a Black president and he served two terms so we are really not a racist society. However, I challenge you to look at the prison rates that someone posted and to look at the number of Black people, mostly males who are shot daily and there offenders are set free. As a mother of a young black male and a grandmother of a 4 year old black grandson whose director suggest to my daughter that she put her son on meds because he is two and he jumped off the table and he like to climb on things it makes me uncomfortable to have someone in early childhood education to have the mindset that he is a problem child. I

    In closing I would like to say that these dialogue and discussion is excellent

    Katherine

    ------------------------------
    Katherine Madison
    Johnson City TN
    ------------------------------



  • 23.  RE: EXPULSION

    Posted 03-13-2019 06:00 PM

    Katherine, you are starting an interesting journey. There is so much that I think you'll enjoy learning about the attitudes and beliefs of teachers. You may want to start by reading Willingham's book on why student hate school. Then there's Dweck's work on mindset, and Tronic's work on attachment. And that's just some of the most important in my opinion. Have fun and help us change the world.  Jack

     






  • 24.  RE: EXPULSION

    Posted 03-14-2019 10:24 AM
    Katherine
    Great topic to do your dissertation. We don't unlearn bad habits at the ballot box by electing an African American president. It's like wanting to stop smoking, when you cease buying cigarettes that's a good start. 
    The world has made marginal progress in racial, ethnic and gender disparities.

    The USA has the unique position to offer significant opportunities for those who want to change their standards and succeed in whatever they choose to believe. Race is like a weapon used to separate those who choose to be with people of similar composition or philosophical disposition. That said, like attracts like and sound folks no matter the physical attributes operate on a more stable philosophical plane. They don't believe the hype nor placated to political rhetoric. 

    You cannot look at racism in isolation. It's been well documented that children establish the dominant race by age 3 or 4. They do not learn this on their own. I spend six months on work assignment in Mexico 90 percent of the billboards and TV ad's did not reflect the image of people I shopped with in the local Malls, Walmart or street vendors. 
    From a historical narrative TX NM AZ and S.CA where Mexican territories until after the Mexican American war around the mid 1860s'. The USA took Mexico City established a new border and paid them $15M for the purpose of expanding the country and slave trade in the south. According to historical accounts. Now we want to build a wall.
    Reverse racism creeps up from time to time so the dialogue can be far reaching in those regards.

    The bottomline - everything counts - skin color, physical appearance, attitude, actions, etc,etc,etc.... We are all different and designed to be inclusive as we are all of one on God's green earth.  God Bless America and all of those who look towards us as a model of success. 
    Good luck with your dissertation.


    ------------------------------
    Gary Beulah
    CEO
    SoftBlue
    Riverdale GA
    ------------------------------



  • 25.  RE: EXPULSION

    Posted 02-25-2019 11:45 AM
    "children have learned their behaviors and can learn better ones. Learning is what we're about." very meaningfully articulated.

    ------------------------------
    Hemalatha Krishnamurti, PhD
    Independent Consultant- Child Development Programs and Projects
    Katy
    Texas
    ------------------------------



  • 26.  RE: EXPULSION

    Posted 02-24-2019 04:31 PM
      |   view attached
    I've attached a quick statement about how, using brain science, a child's behaviors are changed. We need to talk about how to stop expulsions, and learning to do a better job is at the core of the issue. My statement was put out quickly and I will appreciate comments and corrections.

    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------

    Attachment(s)



  • 27.  RE: EXPULSION

    Posted 02-25-2019 12:18 AM
    I had no idea so many children where being expelled from preschool and I am a Director! I am shocked and angered by the astonishing statistic. 
    I would like more information and suggestions to break the cycle of "preschool to prison".

    Heartbreaking

    ------------------------------
    Patrice Carlisle
    Director
    Ms
    Sugarloaf CA
    ------------------------------



  • 28.  RE: EXPULSION

    Posted 02-25-2019 04:32 PM
    Yes, it is shocking: preschool students are expelled at three times the rate of K-12 students.

    Here's a great article that describes the consultation approach (home visits, working directly with parents and families) utilized in Connecticut to great success. 

    A couple of other specific strategies include eliminating zero tolerance discipline policies (I have done trainings for administrators on this topic in the past, if you're interested in learning more) and implicit bias training for your teachers and staff members. If you're not familiar with implicit bias, here's a great place to start learning more: "20 judgments a teacher makes in 1 minute and 28 seconds."

    -Stephen




    ------------------------------
    Stephen Karmol
    Executive Director
    Wild Lilac CDC
    Portland OR
    ------------------------------



  • 29.  RE: EXPULSION

    Posted 02-26-2019 05:31 AM
    Stephen Karmol , Thanks for posting the article about CT and use of consultants. Having been in the ECE field for many years both "in the classroom" and as a Edu Consultant I must say the State of CT has an excellent system. The folks who work for the Office of Early Childhood in Hartford CT are wonderful. The inspectors are thorough and (most impt) very helpful in assuring that all ECE programs meet and/or exceed the requirements to be licensed. They deal quickly and effectively with unlicensed programs (Center-based, 12+, Group Daycare homes 6-12 and Family childcare -6 or less) What most impresses me is that if they come upon an unlicensed program they put forth great effort to assist in getting that program licensed and in compliance. This approach helps to guarantee that all children in our State are receiving top quality care. Years ago many directors complained that the inspectors were unfriendly and "nit-picky"... what did the State do? They changed their approach, reassuring directors that their role was in the best interest of everyone, children, families and programs. That semi-panicked tone "States's here" has been replaced with warm greetings, friendly inspectors that take the time to openly chat about successes and concerns as well as offer solutions. The "them against us" feeling is long gone -bravo CT!

    ------------------------------
    Karin King
    Education Consultant
    Trumbull CT
    ------------------------------



  • 30.  RE: EXPULSION

    Posted 02-26-2019 05:11 PM
    All,  the diverse viewpoints shared in this thread reveal how complicated this topic of EXPULSION can be.  

    My suggestion is to take a step back and consider this topic from a broader perspective.  This may make the solution much simpler than we think.

    First, consider the huge diversity of professionals working in the field of Early Childhood, as well as the diverse programs that are serving the families of our communities;  Some are licensed home providers serving a program that targets working families.  Some are preschool programs where children age 3 thru 5 are given early education 2-3 mornings per week.  Some of us serve private programs, or faith-based programs, or non-profit programs, or government programs.  Some are part of a public school; others are part of a home.  Some of us serve in research-based university lab schools.  Others serve in Mom-and-Me toddler programs that meet once a week.  Some of us are specialists in speech therapy, occupational therapy, child psychology, or special education.  Some of us are great "moms", filling a need for our neighbor.  The goals of the programs vary greatly, as do the needs of those being served in such programs.

    Also consider the communities in which these various programs serve.  Some are urban, offering loads of resources and choices for families.  Others are more rural, with limited resources and choices.  Services also vary greatly from state to state.

    To further complicate this issue, consider how EXPULSION, in some cases may be due to other reasons than behavioral.  In some cases, the parents may not be paying their tuition bill or the parent is chronically late in picking up the child from the program or other such inappropriate or irresponsible behaviors on the part of the adult.

    There are also a multitude of issues that play in to a child's behavior, (or mis-behavior).  I agree with Jack that many behaviors have been learned, and can, with much expertise and skill, be resolved over time.  However, there are some behaviors that have their roots in a child's DNA that are not learned, but associated with related disabilities, such as autism, ADHD, or fetal alcohol syndrome, just to name a few.   In my experience, I believe it is possible that most disruptive behaviors can be managed and improved upon with the correct approaches, but to say that "all can be resolved", I believe, is overly optimistic.  

    During the course of a career, most early childhood professionals will at some time face a problem in which expulsion is being considered for the solution.  We have an ethical responsibility to consider this decision carefully.  We should ask ourselves:  In this situation do we have the knowledge, skill, resources, and support to serve this child/family?  Can we access what is necessary to continue to serve this child?  Can we do so without sacrificing the well-being of classmates? OR  would this child be better served in another program?  

    I can understand why a "no expulsion" policy would exist for Headstart or public school programs.  However, not every program or provider may have the expertise to address a child's extreme misbehavior.  Should that disqualify that program from serving families with typically developing children?  If we did so, where would that leave us?  I would suggest that our country would have an immediate shortage of programs to serve our communities.  Doesn't it make more sense to refer such needy children to those who have the resources to make a positive difference?  

    And lastly, there may come a time when lack of support from the parent is the culprit tying your hands from addressing the child's extreme misbehavior.  Every effort should be made to bridge this gap.  However, sometimes expulsion from a program is precisely the impetus a parent needs to acknowledge a problem, address it, and actually help the child.  This should only be a "last ditch" resolution, and the decision must be made in the best interest of the child AND his/her peers.  

    I would like to summarize with a saying that I learned years ago:  DO NO HARM  Don't quit on a child just because the going gets tough.  Learn and apply the skills that are needed to help the child.  But at the same time, know when you are in over your head. Don't be afraid to make a referral, and do so without guilt.   

    In the end, a DO NO HARM policy might be a more ethical solution for the broader early childhood community than NO EXPULSION.

    ------------------------------
    Elizabeth Werner
    Blessed Beginnings
    Cody WY
    ------------------------------



  • 31.  RE: EXPULSION

    Posted 02-27-2019 12:44 PM
      |   view attached
    Elizabeth, thank you for bringing the diversity of educational settings to our attention. You made me aware that there clearly are settings where a staff is not prepared to deal with some children. It reminded me that we are all trying to do our best, and most of us are improving as well. I think it's great that there has been so much discussion on this expulsion issue. I'm attaching more information about attention, attunement, calming, and synchronicity, and a brief fictional illustration of handling a bitter with these four skills.

    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------

    Attachment(s)

    docx
    FOUR FACTORS.docx   18 KB 1 version


  • 32.  RE: EXPULSION

    Posted 02-28-2019 07:43 AM
    Thanks to all for a great discussion on expulsion, it's detrimental effects, and pathways to avoid it.  Jack, and others--I think you would be interested in the work of Dr. Stuart Shanker of Canada who has researched and writes about self-regulation.  What you call synchronicity he calls co-regulation.  I often relay this to teachers by showing them how they can share their calmness to children in distress. What I like about the Shanker work is that it combines sound child development with brain science and compassion. It is for adults as well as all ages of children  You can find out more at   https://self-reg.ca/resources/.

    ------------------------------
    Aren Stone
    Child Development Specialist
    The Early Years Project
    Cambridge, MA
    she/her
    ------------------------------



  • 33.  RE: EXPULSION

    Posted 02-28-2019 05:18 PM
    Aren, thank you for posting about Dr. Shanker's work. His site offers a great deal of valuable information.

    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------



  • 34.  RE: EXPULSION

    Posted 02-28-2019 05:25 AM
    What a complete thoughtful (and thought provoking) reply! You are completely correct in your remark about "expulsion" due to other reasons than behavioral. I think that "we" weren't tagging the term "expulsion" to factors like non-payment of tuition etc. In the contract that was signed by parents in my center, there was a clause pertaining to "non-payment" etc. We used a "kinder" term though - dis-enrollment, sounds better but means the same thing. 

    All of the factors you mention bring me right back to the importance of comprehensive State Regulations etc. Teacher and Director Credentialing is top on my list of important regulations, no matter what demographic is served. With proper training and rigorous State inspections the "playing field" between programs might be evened out. In Connecticut a Director's Credential is offered through most of the community colleges as is a CDA program. Both involve a bit of college level course work but are not too difficult for busy teachers/directors to obtain. 

    Part of educating our children means educating those who work with them.

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    Karin King
    Education Consultant
    Trumbull CT
    ------------------------------



  • 35.  RE: EXPULSION

    Posted 02-26-2019 09:25 PM
    Stephen, that article and video on teacher discretionary moments and exercise of professional judgement is very powerful. If I was still a teacher educator I'd use it to stimulate class discussion and think about how very similar situations arise throughout the day with toddlers, preschoolers and K3 children. Since I'm not, I'll just have to share it with everyone I know ; ) Thank you!

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    Alison Lutton
    Glenside PA
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  • 36.  RE: EXPULSION

    Posted 02-25-2019 11:43 AM
    I am curios to understand what you mean by Expulsion/ Suspended are you meaning that you are suspending children from preschool for behavior? what kind of Behavior would cause for a child from being  Expelled?

    ------------------------------
    Susan Philpott
    Director
    Tachi Yokuts Early Education Center
    Lemoore CA
    ------------------------------



  • 37.  RE: EXPULSION

    Posted 02-26-2019 10:01 PM

    This is such an important topic for all of us who care for children and support their families.
    I wanted to share a link to a video clip I use from Dr Becky Bailey:  consciousdiscipline.com/videos/...
    Thank you, Jack. We can all do better here!

    ------------------------------
    Linda Hermes
    Family Home Daycare
    Evanston IL
    ------------------------------



  • 38.  RE: EXPULSION

    Posted 02-28-2019 09:42 AM
    Here is another link I find very powerful:

    https://www.thisamericanlife.org/538/is-this-working/act-one

    This is about 10 minute of audio from National Public Radio's "This American Life". It's about suspension in preschool, including racial disparity in suspension/expulsion. And its effects into adulthood.

    ------------------------------
    Susan Hedges
    Rockville MD
    ------------------------------



  • 39.  RE: EXPULSION

    Posted 02-21-2019 12:12 PM
    Jack,
    Thank you for opening up this discussion topic.  I believe it is such an important one! We teachers are here to help guide young children and both model and teach them appropriate ways to respond to and handle their emotions.  I think that is the most important thing to teach young children- Social Emotional Learning is imperative to their future success.  If we give up on children and kick them out of our school, that sends a message to them that they are not good enough or worthy of our time.  Children need to be helped to learn ways that are appropriate to express their emotions, especially when they are extreme/big emotions.  It is at this time that students need to be helped, guided, and shown ways to calm these extreme/big emotions.  
    I have found a excellent resource that I have begun to use with my students when their emotions are extreme/too big.  The book is called "The Kindness Curriculum: Stop Bullying Before It Starts" by Judith Anne Rice.  The topic may not seem like it completely applies to this situation, but their is a great resource in this book!  In the back of the book, where they have some templates of items needed for some of their Kindness activities, there are a couple pages of some cards.  On each card is a possible activity the child can choose to do in order to help calm themselves down. I copied the pages onto cardstock, laminated, cut them out, hole punched them, and put them on a ring.  When a student is very upset (angry, crying, etc..) I show them the ring of cards.  I read each card to the child and ask them to choose one that they would like to use to help calm themselves.  I've just recently started using them, but they have worked excellently with a couple students who struggle with really extreme/big emotions.  I think the fact that the student actually gets to choose what they are going to do to calm themselves is what makes a huge difference.  This, at the same time, teaches them ways they can use anytime to help themselves calm down.  It is a good teaching tool that helps children learn how to make their own better choices with their behavior.

    I also agree with Ida, that there are times, when for someone reason, a child is just not a right fit- but I think one needs to be extremely careful with this, because like is mentioned in one response some places unfortunately abuse that idea.

    Thanks again, Jack, for opening this discussion topic.
    Heidi

    ------------------------------
    Heidi Van Amburg
    PreK Teacher
    Primrose School of St. Louis Park West
    Crystal MN
    ------------------------------



  • 40.  RE: EXPULSION

    Posted 02-26-2019 01:37 PM
      |   view attached
    I received a couple of edits from kind people. One of them wanted to use this manual with her students, so here is the edited copy.

    ------------------------------
    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
    ------------------------------

    Attachment(s)



  • 41.  RE: EXPULSION

    Posted 02-28-2019 09:33 AM
    ​I believe that understanding how toxic stress and A.C.E.s affect children's physiology- particularly their learning and coping - is vital. As early educators and edu-carers are in a prime position to be the protective factor that will give children a chance to become mentally, emotionally, academically and physically healthy adults. My suggestion would be to take every possible opportunity to learn more about these higher risk children exposed to toxic stress and A.C.E.s, and read the results of studies on corporal punishment, as well. Then engaging families with a mind full of valuable information about the risks, while being respectful in helping them to clarify goals, can put an end to the need to expel a child who is just desperate for patience, love, kindness, compassion and understanding. We know that certain environments and parenting choices can lead to decreased empathy, bullying, depression, lowered skills, et al. Resources are abundant!

    ------------------------------
    Shari Doherty
    Program Director
    Child Find of America, Inc.
    New Paltz NY
    ------------------------------



  • 42.  RE: EXPULSION

    Posted 03-01-2019 09:36 AM
    ​I've been asked to explain what the A.C.E.s are to the group, and do so gladly.

    The A.C.E.s study was an enormous, longitudinal study conducted to help the medical community better understand the link to things that happen in childhood to adult phenomena such heart disease, diabetes, depression, and so on. Many of the behaviors that many on this thread have shared (that may lead to an expulsion) can be attributed to one or many A.C.E.s, intensities of which depend on the response and protective factors. From having an incarcerated parent to exposure to domestic violence, from any form of abuse to a substance abusing household member, the results are clear: these are high risk scenarios.

    The work is being expanded and connected to toxic stress. An excellent site for more information is https://developingchild.harvard.edu/resources/aces-and-toxic-stress-frequently-asked-questions/. There is growing agreement that corporal punishment (spanking) is considered an A.C.E., and therefore learning more about toxic stress, A.C.E.s and corporal punishment can - without question - help educators/edu-carers craft protocols and responses that are sensitive to high risk children and improve outcomes.

    There's an excellent toolkit available to educators on the National Child Traumatic Stress website, as well: https://www.nctsn.org/resources/child-trauma-toolkit-educators


    ------------------------------
    Shari Doherty
    Program Director
    Child Find of America, Inc.
    New Paltz NY
    ------------------------------



  • 43.  RE: EXPULSION

    Posted 03-02-2019 09:21 AM

    Shari:

    Thank you for the links.  It's also important to know that A.C.E.s stands for Adverse Childhood Experiences. Here's another link to information, this one from the Dept. of Health and Human Services.   https://www.samhsa.gov/capt/practicing-effective-prevention/prevention-behavioral-health/adverse-childhood-experiences



    ------------------------------
    Aren Stone
    Child Development Specialist
    The Early Years Project
    Cambridge, MA
    she/her
    ------------------------------