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New ICS Research: Early Childhood Suspension and Expulsion Policies and Prevalence

Each year in the United States, thousands of preschool children are suspended or expelled from their early childhood care and education programs. In the last several years, as attention has grown on this issue, states and local communities have responded, but still over half of the states either explicitly allow expulsion or pass it to the local level.

Photo: Kids at Child Care. Via Flickr Creative Commons user USAG Humphreys

ICS is proud to release two briefs addressing the scope and importance of addressing preschool suspension and expulsion.

In Preschool Suspension and Expulsion: Defining the Issues, ICS Senior Fellow and Clemson Professor Emerita Dee Stegelin summarizes the state of the field, including how exclusionary discipline practices impact children, families, and communities, as well as an overview of current policies and initiatives to reduce the use of these practices. This brief concludes with a discussion of what is next for the field in targeting this need, and resources for practitioners.

Exploring the prevalence of suspension and expulsion practices in child care settings in South Carolina, a new research study from Heather Smith Googe of the University of South Carolina and Herman Knopf of the University of Florida, reports on the prevalence of suspension and expulsion amongst licensed and registered child care providers in South Carolina. This first-of-its-kind research in the state reports on differences between setting types as well as age of the child. Understanding the scope of the issue in South Carolina is the first step to helping early childhood providers move towards more inclusive methods of addressing challenging behaviors.

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