Adverse childhood experiences and preschool suspension expulsion: A population study

Zeng, Songtian; Corr, Catherine; O’Grady, Courtney; Guan, Yiyang

doi:10.1016/j.chiabu.2019.104149

Cited by 95 publications

(69 citation statements)

References 28 publications

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“…Similarly, experiences of trauma can diminish executive function skills, and children may enter the ECE program less ready to engage in learning than their peers (National Scientific Council on the Developing Child, 2014), especially in absence of adequate supports. This is consistent with new research using data from 6,100 parents of preschool-age children in the 2016 National Survey of Children's Health, which found that controlling for demographics, the odds of being suspended or expelled increased incrementally for each Adverse Childhood Experience the child experienced (Zeng, Corr, O'Grady, & Guan, 2019). A qualitative study involving interviews of teachers, mental health consultants, and parents of children expelled from child care found that these cases were frequently characterized by the complex emotional and developmental needs of the child in addition to complicated family situations and changes, such as recent divorce of parents or loss of a loved one (Perry et al, 2011).…”

Section: Statement Of Relevancesupporting

confidence: 86%

Evaluation of a statewide initiative to reduce expulsion of young children

Edge

Kyzer

Abney³

et al. 2020

Infant Mental Health Journal

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This program evaluation study describes 3 years of implementation of Arkansas's BehaviorHelp (BH) system, a statewide expulsion prevention support system for early care and education (ECE). BH coordinates three tiers of supports to ECE professionals, including phone support, on‐site technical assistance (TA), and infant and early childhood mental health consultation (IECMHC). We examine differences in characteristics of those served across BH service tiers, describe short‐term case outcomes, and explore factors associated with expulsions. BH accepted referrals for 1,195 children in 488 ECE programs. The majority of referrals involved male children over the age of three, and most cases were assigned to the TA tier (68.5%). Cases assigned to receive IECMHC (28.4%) were more likely to involve children in foster care, receiving developmental therapies, and with higher rates of exposure to potentially traumatic events. The expulsion rate among referred children was 2.9%, and reported teacher engagement with the support process was high. Teachers receiving IECMHC services reported significant improvements in children's symptoms of emotional and behavioral problems. Exploratory analyses revealed that risk factors for expulsion included being a male, in foster care, in a lower quality ECE environment, and having a teacher with less training in social–emotional development.

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Section: Statement Of Relevancesupporting

confidence: 86%

Evaluation of a statewide initiative to reduce expulsion of young children

Edge

Kyzer

Abney³

et al. 2020

Infant Mental Health Journal

View full text Add to dashboard Cite

show abstract

“…Children’s actual behavior incident and disability status may further contribute to teachers’ decision in suspending or expelling a child. Together with previous literature investigating risk factors at the family (Zeng et al, 2019) and school levels (S. Miller et al, 2017; Zulauf & Zinsser, 2019), this study helps contribute to better understanding the vulnerable population and informs cross-system collaboration and holistic policy prevention.…”

Section: Discussionmentioning

confidence: 59%

“…However, the association between disability status and the dependent variable was not significant when individual-level covariates were added to the model. Instead, children with reported behavioral problems were much more likely to experience exclusionary practices after controlling for child age, gender, race, ethnicity, parent education, and poverty ratio (Gilliam, 2005; Gilliam & Shahar, 2006; Zeng et al, 2019). The pattern we identified aligns with research conducted at the K–12 settings (Morgan et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Gilliam (2005) studied state-funded preschool programs and found the expulsion rate was 6.7 out of 1,000 children, and over 10% of preschool teachers in state-funded preschool programs reported expelling at least one preschooler. Based on parent-reported data, Zeng et al (2019) estimated that 174,309 preschoolers (2.0%) were suspended and 17,248 (0.2%) were expelled in 2015. When divided by 36 school weeks, the average weekly number of preschoolers who were suspended and expelled in state-funded preschool programs in the United States was estimated to be at least 4,842 and 479, respectively (Zeng et al, 2019).…”

Section: Preschool Suspension and Expulsionmentioning

confidence: 99%

“…Meanwhile, family-level factors are also associated with higher suspension and expulsion rates (Zulauf & Zinsser, 2019). For example, preschool children living in high-poverty areas are 4 times more likely to be suspended and expelled (Zeng et al, 2019). The disparities presented above in regard to race, gender, and economic statistics are not, however, adjusted for other factors, including student-level behavior.…”

Section: Preschool Suspension and Expulsionmentioning

confidence: 99%

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Preschool Suspension and Expulsion for Young Children With Disabilities

Zeng

Pereira

Larson

et al. 2020

Exceptional Children

Self Cite

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Despite their negative effect, preschool suspension and expulsion are prevalent. Researchers have explored adverse childhood experiences and teachers’ racial bias that link to disproportionate suspension and expulsion in preschools, but little research has investigated disability status as a risk factor. This study investigates the extent to which preschool children with disabilities are related to exclusionary practices. We used weighted logistic regression to analyze data from the 2016 National Survey of Children’s Health. Results indicated that 5.4% of young children with disabilities had been either suspended or expelled, compared to 1.2% of children without disabilities. Accounting for child- and family-level covariates, disability status was not a strong indicator of preschool suspension or expulsion. Instead, young children with attention deficit disorder or attention deficit hyperactivity disorder or reported behavioral or conduct problems were much more likely to experience exclusionary practices. Implications for prevention and response efforts to address challenging behavior and promote inclusive practices in preschool settings for all children are discussed.

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Suspension and expulsion in Colorado early care and education settings: Child, program, and community‐level predictors

Miles

Stoker

Senehi

et al. 2021

Infant Mental Health Journal

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Expulsion presents a significant risk in Early Care and Education (ECE) settings due to its association with early disadvantage and frequency of use. A statewide survey was conducted to characterize ECE suspension and expulsion (S/E) in Colorado. Child, program, and community‐level factors were examined as predictors of S/E, alongside preventative intervention supports capable of reducing S/E. Six hundred and sixty three licensed child care programs participated in the survey, providing information on 19,848 enrolled children, 312 suspensions, and 74 expulsions. A series of multilevel hierarchical regressions were conducted, examining predictors for S/E. Children with IEPs/IFSPs were disproportionately suspended; 2–3‐year‐olds were disproportionately expelled; and boys, 5–6‐year‐olds, and children with disabilities were disproportionately suspended and expelled. Center‐based programs, lower quality ratings, and “zero tolerance” policies predicted greater use of suspension. In contrast, school‐district affiliation and knowledge of how to access infant and early childhood mental health consultation (IECMHC) decreased suspension. Lower levels of regional child poverty predicted higher use of expulsion. Affiliation with a school‐district, IECMH consultant‐led training, and use of quality coaches predicted decreased expulsion. This study identifies the need for ongoing protection for children with IEPs/ IFSPs and the preventative interventions that mitigate risk for S/E.

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Adverse childhood experiences and preschool suspension expulsion: A population study

Cited by 95 publications

References 28 publications

Evaluation of a statewide initiative to reduce expulsion of young children

Evaluation of a statewide initiative to reduce expulsion of young children

Preschool Suspension and Expulsion for Young Children With Disabilities

Suspension and expulsion in Colorado early care and education settings: Child, program, and community‐level predictors

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