Exclusionary Discipline in Early Childhood

SUMMARY

Existing Knowledge:

• Exclusionary discipline, such as suspension and expulsion, is used in early childhood settings to address challenging behaviors.

• Previous research has highlighted concerns about the negative impacts of such practices, particularly on young children’s social-emotional development and future academic success.

New Insights from this Study:

• This study reveals that exclusionary discipline disproportionately affects children from marginalized communities, including children of color and those with disabilities.

• It highlights the long-term negative effects of exclusionary practices, including increased risk of academic failure and involvement in the juvenile justice system.

Putting Research into Practice:

• Early childhood educators should adopt more inclusive, positive behavioral interventions that promote social-emotional skills rather than punitive measures.

• Professional development and support for teachers are necessary to implement preventive strategies and manage challenging behaviors without resorting to exclusion.

The Case of Little Ben: Rethinking Discipline in Early Childhood

At Sunnybrook Preschool, five-year-old Ben had become a frequent visitor to the principal’s office. He had trouble sitting still during circle time and often disrupted his classmates by shouting or pushing. His teachers were frustrated, and after multiple warnings, Ben was suspended for three days. While it seemed like a necessary consequence, it left his teacher, Ms. Garcia, feeling uneasy. Was exclusion the best way to help Ben?

Ms. Garcia had recently read a study by Courtney O’Grady and Michaelene M. Ostrosky on Exclusionary Discipline in Early Childhood. The study discussed how suspensions and expulsions were increasingly being used to address challenging behaviors in young children, but it raised serious concerns. Early exclusionary practices, the research showed, often failed to address the underlying issues and could even harm the child’s social and emotional development.

Ms. Garcia realized that excluding Ben wasn’t helping him learn how to manage his behavior or cope with his emotions. The study emphasized the importance of positive guidance and inclusive practices over punishment, especially in early childhood settings. It also pointed out that exclusion disproportionately affected children with behavioral difficulties, potentially pushing them further away from the support they needed.

Determined to take a different approach, Ms. Garcia met with the school counselor, Mrs. Reynolds, to come up with a plan for Ben. They introduced a system of positive reinforcement to encourage good behavior. Rather than focusing on punishing him when he acted out, they praised him when he followed instructions or interacted kindly with his classmates. Additionally, Ben was given short breaks throughout the day to release energy in a calm, controlled way.

Ms. Garcia also involved Ben’s parents in the process, working together to establish consistent routines and expectations at home and in school. The focus shifted from exclusion to support, helping Ben feel included and understood.

Over the next few weeks, the changes became evident. Ben’s outbursts decreased, and he began to thrive in the more structured, supportive environment. He still had his moments, but instead of sending him home, Ms. Garcia and Mrs. Reynolds worked with him to understand his feelings and manage his impulses.

Reflecting on the situation, Ms. Garcia saw the value of what O'Grady and Ostrosky had emphasized: exclusionary discipline might provide immediate relief, but it doesn't offer children the tools they need to succeed. By focusing on inclusion, empathy, and positive guidance, they were not only helping Ben improve his behavior but also setting him on a path to greater emotional and social development.

Sunnybrook Preschool had learned an important lesson that year—one that would shape their discipline policies for years to come. Rather than pushing children out, they would invest in keeping them close, offering the support they needed to grow.

Reference:

Article Title: Exclusionary Discipline in Early Childhood.

Authors: Nourtney O'Grady and Michaelene M. Ostrosky

Journal: Journal of Catholic Education Year: 2023 

Key Terms: Early childhood, discipline, social emotional