Conclusion

Excluding children from the classroom is not an effective way to improve their behavior and limits access to ECE, often for those who stand to benefit the most. But addressing inappropriate discipline practices in ECE is about more than banning suspension and expulsion; it is about addressing the underlying reasons these practices are used. As an increasing number of states work to address this issue, it is imperative to provide appropriate support to the workforce. With sufficient supports for programs and educators, exclusion does not need to be a common occurrence.

While this paper focuses on two promising strategies for strengthening the workforce, it is important to acknowledge that ECMHC and targeted professional development to address children’s social-emotional skills do not solve all problems. These supports do not reduce adult-child ratios (a common source of stress for early childhood educators), address funding shortfalls, or ensure children do not face challenges outside of the classroom. There are also other promising professional development models and supports that were not covered in the scope of this report.

There has been significant momentum for ending exclusionary practices in ECE in recent years and more states will likely address this issue as children’s mental health and teacher burnout have both been worsened by the pandemic. As more states tackle this issue on a policy and program level, we should think broadly about how to better support both teachers and students.