Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings
Author: US Department of Health and Human Services
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Suspension,Expulsion,Behavior Problems,Early Childhood Education,Racial Bias,Gender Bias,Disproportionate Representation,Discipline,Social Justice,Teacher Competencies,Preschool Teachers,Preschool Children,Intervention,Mental Health,Health Services,Positive Behavior Supports,Student Needs,Educational Resources,Emotional Development,Social Development,Family School Relationship,Screening Tests,Disabilities,Child Development

The purpose of this policy statement is to support families, early childhood programs, and States by providing recommendations from the U.S. Departments of Health and Human Services (HHS) and Education (ED) for preventing and severely limiting expulsion and suspension practices in early childhood settings. 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. This joint HHS and ED policy statement aims to: (1) Raise awareness about expulsion, suspension, and other exclusionary discipline practices in early childhood settings, including issues of racial/national origin/ethnic and sex disparities and negative outcomes for children associated with expulsion and suspension in the early years; (2) Provide recommendations to early childhood programs and States on establishing preventive, disciplinary, suspension, and expulsion policies and administering those policies free of bias and discrimination; (3) Provide recommendations on setting goals and using data to monitor progress in preventing, severely limiting, and ultimately eliminating expulsion and suspension practices in early childhood settings; (4) Highlight early childhood workforce competencies and evidence-based interventions and approaches that prevent expulsion, suspension, and other exclusionary discipline practices, including early childhood mental health consultation and positive behavior intervention and support strategies; (5) Identify free resources to support States, programs, teachers, and providers in addressing children's social-emotional and behavioral health, strengthening family-program relationships, increasing developmental and behavioral screening and follow-up, and eliminating racial/ national origin/ethnic, sex, or disability biases and discrimination in early learning settings; and (6) Identify free resources to support families in fostering young children's development, social emotional and behavioral health, and relationships. This statement follows the January 2014 release of the Department of Education's &quot;Guiding Principles: A Resource Guide for Improving School Climate and Discipline&quot; (see ED544743), which provides recommendations for reducing expulsion, suspension, and disciplinary removals in K-12 settings.