Dr. Allen was able to overcome her teachers’ low-expectations for her behavior and academic performance. She now researches disparities in discipline practices in the early years. She explains in an interview withChalkbeathow children, like herself, feel when they are removed from school, saying, “By the time they get to kindergarten and they’ve been kicked out of about two or three facilities, now they’re already disengaged from the learning process...They’re disenfranchised even from other kids because now they’re labeled “bad.””
Both Madisyn and Dr. Allen are African American girls. African American and Latino students are suspended and expelled atmuch higher rates than their white peers, particularly in theearly years. Young students who are expelled or suspended are as much as10 times more likelyto drop out of high school, experience academic failure and grade retention, hold negative school attitudes, and face incarceration than those who are not.
Last week, New America’s Early & Elementary Education Policy program along with over 30 other organizations signed ajoint statementagainst suspension and expulsion in the early years up through third grade. The National Association for the Education of Young Children produced a companion document with resources to help parents and families, teachers and schools, and policymakers end expulsion and suspension in the early years. The Administration for Children and Families also released adocumenthighlighting state and local policies that have prevented suspension and expulsion in the early years to show that it can be done.
Suspension and expulsion in the early years and grades isnotan intervention to help child behavior. In fact, as Dr. Walter Gilliam of the Yale Child Study Center has stated, “suspension and expulsion are adult decisions.” More appropriate discipline interventions include:
- Fostering better relationships between teachers, parents, and children;
- Providing teachers with greater access to early childhood mental health consultants and crisis counseling to support children who have had multipleadverse childhood experiences;
- Supporting teachers in creating a nurturing and accessible classroom environment;
- Diversifying the teacher workforce and making sure educators are cognizant of bias;
- Providing professional development on anti-bias and culturally competent teaching practice; and
- Increasing compensation and ensuring the mental health of early childhood educators to reduce their stress and its impact on children.