“Recent data indicate that expulsions and suspensions occur at high rates in preschool settings. This is particularly troubling given that research suggests that school expulsion and suspension practices are associated with negative educational and life outcomes. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled much more frequently than other children. These disturbing trends warrant immediate attention from the early childhood and education fields to prevent, severely limit, and work toward eventually eliminating the expulsion and suspension – and ensure the safety and well-being – of young children in early learning settings.” (see source below). Here are some resources that can help.
Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings 
This joint policy statement from the US Departments of Health and Human Services, and Education, aims to: 
  • Raise awareness about expulsion, suspension, and other exclusionary practices in early childhood 
  • Provide recommendations to early childhood programs and states on establishing preventive, disciplinary, suspension, and expulsion policies and administering those; 
  • Provide recommendations on setting goals and using data to monitor progress in preventing, severely limiting, and ultimately eliminating expulsion and suspension practices; 
  • Highlight workforce competencies and evidence-based interventions and approaches that prevent expulsion, suspension, and other exclusionary discipline practices; 
  • Identify free resources to support addressing children’s social-emotional and behavioral health, strengthening family-program relationships, and eliminating racial/national origin/ethnic, sex, or disability biases and discrimination in early learning settings; and 
  • Identify free resources to support families in fostering young children’s development, social-emotional and behavioral health, and relationships. 
Why Schools Over-Discipline Children with Disabilities
While ability diversity is not a predominant factor in preschool suspension and expulsion, things change when children enter elementary school. A report by UCLA’s Civil Rights Project found that just over 5% of elementary-school children with disabilities were suspended during the 2011-12 school year, more than double the overall suspension rate. This article offers interesting perspectives on these troubling trends. 
School Suspensions Are an Adult Behavior 
This August 2016 TED talk by Dr. Rosemarie Allen offers both personal and professional insights into the challenges of early childhood suspensions and expulsions.
Reducing Early Childhood Expulsion and Suspension
This online collection, curated by DEC Vice-President Megan Vinh, includes federal guidance, resources and examples from national centers and organizations, samples of policy documents from several states, and other current information.
The Pyramid Equity Project (PEP)
PEP was funded to develop, demonstrate and disseminate an effective approach for the promotion of social competence in young children and the prevention of suspension, expulsion, and discipline disparities in early learning programs. Learn more at the link below
Resources within Reason is a free, bi-monthly, one-way listserv provided by the Division for Early Childhood of the Council for Exceptional Children (DEC). All resources are evidence-based, readily available and free. Resources within Reason may be freely shared or reproduced.  Past issues are available here.

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To suggest resources or request topics for the listserv, please contact Camille Catlett at 919.966.6635 or  camille.catlett@unc.edu .
Visit the  DEC website  to learn more about resources, practices, products and professional development opportunities that can help support young children with or at risk for disabilities and their families. 
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