Why Are Some Preschool Children Suspended and Sent to Therapeutic Programs?

Preschool suspensions and expulsions occur for a variety of reasons, often related to behavioral challenges that early childhood educators and caregivers may struggle to manage. Some common reasons include:

1. Challenging Behaviors – Aggression, defiance, hyperactivity, or difficulty regulating emotions may lead to removal if schools lack the resources to support these behaviors.
2. Disability or Developmental Delays – Children with undiagnosed or unsupported disabilities (e.g., autism, ADHD, sensory processing issues) may exhibit behaviors that lead to suspension instead of being provided with appropriate interventions.
3. Lack of Teacher Training – Many preschool teachers are not trained in trauma-informed practices, de-escalation strategies, or behavioral interventions. This can lead to disciplinary removals instead of structured support.
4. Racial and Gender Disparities – Research shows that Black children, particularly Black boys, are disproportionately suspended from preschool compared to their peers, often due to implicit bias in discipline policies.
5. Zero-Tolerance Policies – Some preschools implement harsh disciplinary policies that mirror K-12 settings, leading to suspensions even for young children.
6. Unmet Social-Emotional Needs – If children experience trauma, instability at home, or adverse childhood experiences (ACEs), they may exhibit behaviors that preschools struggle to address.

How Often Does Preschool Suspension and Expulsion Happen?

• According to a 2016 U.S. Department of Education Office for Civil Rights report, black preschoolers make up 19% of preschool enrollment but account for 47% of out-of-school suspensions.
• Preschool children are more likely to be expelled than K-12 students—at a rate three times higher.
• Boys are about 4.5 times more likely to be expelled than girls.
• Private preschools and childcare centers tend to expel students at higher rates than public programs due to fewer resources and less regulation.
• Children who are expelled from preschool are more likely to experience future academic struggles, behavioral issues, and encounters with the juvenile justice system.

Why Are Children Sent to Therapeutic Programs?

When children are suspended from preschool, some are referred to therapeutic early intervention programs instead of being permanently removed. These programs:

• Provide behavioral therapy to help children regulate emotions and develop coping strategies.
• Offer family support services to help parents manage behaviors at home.
• Implement specialized learning environments with trained educators and therapists who can meet their needs.
• Help prevent children from being labeled as “problematic” and instead provide early intervention to set them up for future success.

What Are the Alternatives to Suspension?

• Social-Emotional Learning (SEL) Programs to teach children emotional regulation skills.
• Trauma-Informed Teaching to recognize and support children who have experienced adversity.
• Early Intervention and Special Education Services to assess developmental delays.
• Restorative Practices to help children understand their behavior rather than punishing them.
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Preventing preschool suspensions requires a shift from punitive discipline to early intervention, social-emotional learning, and educator training. Here are key strategies:

1. Implement Social-Emotional Learning (SEL) Programs

Children at the preschool level are still developing self-regulation, impulse control, and conflict resolution skills. SEL programs help them:

• Identify and express their emotions appropriately.
• Learn problem-solving skills and positive ways to interact with peers.
• Build empathy and self-awareness.

Examples of SEL Approaches:

• Second Step: A curriculum designed to teach preschoolers self-regulation and emotional intelligence.
• Conscious Discipline: Helps teachers model self-regulation and problem-solving skills.
• Zones of Regulation: A framework that teaches children to recognize their emotions and use strategies to manage them.

2. Train Educators in Trauma-Informed and Culturally Responsive Teaching

Many children facing disciplinary actions have experienced trauma, poverty, or adverse childhood experiences (ACEs). Training educators in trauma-informed care helps them:

• Recognize behaviors as communication rather than defiance.
• Respond with calm de-escalation instead of punishment.
• Build positive relationships to foster a sense of safety in the classroom.

Culturally responsive teaching also ensures that discipline practices are fair and equitable for all students, particularly children of color who face higher rates of suspension.

3. Use Positive Behavior Support (PBS) Strategies

Rather than removing children for misbehavior, Positive Behavior Interventions and Supports (PBIS) focus on:

• Reinforcing positive behaviors rather than just punishing negative ones.
• Teaching children alternative ways to express frustration or communicate needs.
• Using consistent, predictable classroom routines to create structure.

Example PBS Tools:

• Visual schedules and cues to help children transition between activities smoothly.
• “Calm-down corners” with soft seating, fidget toys, and books to help children self-regulate.
• Social stories that model expected behaviors in different classroom environments

4. Increase Access to Early Childhood Mental Health Consultation

Preschools should partner with mental health professionals who specialize in early childhood development. Early Childhood Mental Health Consultants (ECMHCs) can:

• Observe classrooms and provide behavioral strategies for teachers.
• Support families in understanding their child’s needs.
• Recommend early interventions before behaviors escalate.

Parents play a critical role in preventing preschool suspensions. Schools should:

• Offer parent workshops on child development and positive discipline.
• Create open communication between parents and teachers about concerns.
• Connect families to early intervention services if needed.

5. Advocate for Policy Changes to End Preschool Suspensions

Some states and school districts have banned preschool suspensions altogether. Advocates can push for:

• Legislation that prohibits suspensions and expulsions for young children.
• Increased funding for mental health supports and special education services.
• Mandatory anti-bias training for early childhood educators.

6. Ensure Access to Early Intervention Services

Many children who face suspension have undiagnosed developmental delays. Schools should:

• Use developmental screenings to identify delays early.
• Refer children to early intervention programs such as speech therapy, occupational therapy, or behavioral support.
• Work with Individualized Education Programs (IEPs) or 504 Plans for children with disabilities.

Early intervention helps children develop the skills they need to succeed in a classroom setting without resorting to suspension.

Final Thoughts

Suspending preschoolers can have long-term negative effects, including academic struggles and higher dropout risks later in life. Instead of punishment, preschools should invest in social-emotional learning, teacher training, family partnerships, and early intervention to create a supportive environment for all children.