Why Expelling and Suspending Young Children Is Harmful, and What We Can Do Instead

Derrick Toups, M.Ed.

Why is Expelling and Suspending Young Children Harmful? 

One may think that expelling young children from school is a rarity, but this is unfortunately not the case. Gilliam’s groundbreaking 2005 study revealed that preschoolers were expelled at rates three times higher than K-12 students and thus sparked national concern about young learners being removed from the very environments designed to support their development.

In Louisiana, the data reflect what is happening nationally. In the 2018-2019 school year, over 1,200 children in preschool, pre-k, and kindergarten were suspended (Skiles, 2020), and Louisiana has made efforts to address this. Bulletin 137 now states that “suspension or expulsions should only be considered as a final action” after early learning programs implement the “behavior support strategies” of engaging families and providing a referral to EarlySteps, Child Search, or a mental health consultant (Louisiana Board of Elementary and Secondary Education, 2024).

Challenging behaviors, such as frequent hitting, biting, defiance, or disruptions, are common reasons early childhood programs suspend or expel children, yet data suggest that there are deeper systemic issues at play. Gilliam’s 2005 study showed that boys, especially Black boys, and children with disabilities are far more likely to be expelled than their peers. This suggests that expulsion is not just about children but also about adults.

Expulsion is often seen by teachers and administrators as a quick fix for managing challenging behavior and keeping other children sage, but research does not support the effectiveness of exclusionary practices. Curran (2016) found no evidence that removing young children from the classroom improves behavior or benefits other students. In fact, expulsion can make things worse by disrupting the critical development that occurs in the first five years of life. Curran found that when children are suspended or expelled, they lose access to the support and structure they need, which can lead to academic struggles, social and emotional challenges, and future disengagement from school. Expulsion doesn’t teach skills; it removes the chance to learn them. 

What can we do Instead?

Louisiana’s Bulletin 137 states that suspension and expulsion should only be used as a last resort. Teachers and administrators should therefore promote supportive, inclusive, and proactive approaches over exclusionary discipline and seek to understand the root causes. Here are five evidence-based strategies that can support teachers and children and therefore strengthen early learning environments:

1. Seek out Early Childhood Mental Health Consultation (ECMHC). 

ECMHC connects classroom teachers with mental health professionals who provide support through managing behavior and building stronger relationships with children. This approach reduces expulsions and improves teacher confidence (Hepburn et al., 2013). Early childhood administrators can reach out to their Child Care Resource & Referral (CCR&R) or lead agency to see what local opportunities exist.

2. Explore Positive Behavioral Interventions and Supports (PBIS). PBIS focuses on proactive practices such as teaching and reinforcing positive behavior instead of punishing negative behavior. PBIS helps children learn expectations clearly and supports a better classroom climate for children and a more positive workplace for teachers (Bradshaw et al., 2009). Early childhood teachers and administrators can learn more from the Center on Positive Behavioral Interventions and Supports (PBIS) at pbis.org. 

3. Learn about Trauma-Informed Care. Using the lens of trauma-informed care can help teachers recognize the underlying roots of challenging behavior as a response to stress or trauma rather than outright defiance. This approach fosters emotional safety, strengthens relationships, and reduces the risk of expulsion (Williams & Yogman, 2023). Early childhood teachers and administrators can learn more through The Whole Health Louisiana (WHL) website at ldh.la.gov/page/WholeHealthLouisiana.

4. Partner with Families. When educators and families work together, children are better supported. Regular communication and shared strategies at home and at school lead to fewer suspensions and stronger developmental outcomes (U.S. Department of Health and Human Services & U.S. Department of Education, 2016). Early childhood teachers and administrators can reach out to their Child Care Resource & Referral (CCR&R) to register for professional development on strengthening family partnerships.

5. Advocate for Smaller Class Sizes and Lower Ratios. Gilliam (2005) found that overcrowded classrooms and high teacher stress contribute to expulsions. While financial and staffing challenges make it difficult, reducing class sizes and ratios can allow for more meaningful teacher-child interactions, which are key to preventing behavioral issues. Early childhood teachers can discuss challenges and solutions with their directors, and directors can discuss strategies with other directors.

Conclusion

Expulsion and suspension in early childhood settings, both in Louisiana and the United States, are serious issues that disproportionately affect (Black) boys and children with special needs and unfortunately surface deeper issues of bias, under-resourced programs, and educator stress and training. Every child deserves to feel safe, supported, and included in their early learning environment. By investing in educator training, engaging families, and adopting proven strategies that proactively and acutely support social and emotional development, we can reduce expulsions and better support young children in their foundational years.

References

Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate 

through school-wide Positive Behavioral Interventions and Supports: Findings from a 

group-randomized effectiveness trial. Prevention Science, 10, 100-115. https://doi.org/10.1007/s11121-008-0114-9 

Curran, F. C. (2016). Estimating the effects of state school discipline policy on school climate 

and suspension rates. Educational Evaluation and Policy Analysis, 38(2), 203-231. https://doi.org/10.3102/0162373716652728

Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten 

systems. Foundation for Child Development.

Hepburn, K. S., Perry, D. F., Shivers, E. M., & Gilliam, W. S. (2013). Early childhood mental 

health consultation as an evidence-based practice: Where does it stand. ZERO TO THREE, 33(5), 10-19. 

Louisiana Board of Elementary and Secondary Education (BESE). (July 2024). Bulletin 

137. Louisiana early learning center licensing regulations. https://bese.louisiana.gov/policy 

Skiles, B. (2020). More than 1,000 kindergartners were suspended from school in Louisiana last 

school year, experts warn of detrimental consequences. KSLA News. https://www.ksla.com/2020/01/03/more-than-kindergartners-were-suspended-school-louisiana-last-school-year-experts-warn-detrimental-consequences/

U.S. Department of Health and Human Services & U.S. Department of Education. (2016). Policy 

statement on expulsion and suspension policies in early childhood settings.

Williams, P. G., & Yogman, M. (2023). Addressing early education and child care expulsion. 

Pediatrics, 152(5). https://doi.org/10.1542/peds.2023-064049