Site and Provider Characteristics Associated with the Use of Exclusionary Discipline in Minnesota Early Care and Education Sites

Abstract

Research findings: The present study examined variables associated with exclusionary discipline rates in center- and home-based childcare sites, focusing on site and provider characteristics that may be associated with increased use of exclusionary discipline. Surveys were collected from 320 site directors and providers from across Minnesota. Poisson regressions revealed that higher numbers of suspensions and expulsions occurred at center-based sites and at sites with greater percentages of children of color enrolled. Furthermore, sites that had received professional support services expelled more children. At the provider level, expulsions were higher among providers who had fewer years of experience, who endorsed elevated levels of burnout, and who had received professional support services. Classroom suspensions were higher among providers who had earned an associate degree or higher and who rated developmentally appropriate and culturally inclusive practices as less important.

Practice or policy: Organizational, state, and federal policies that limit and regulate exclusionary discipline practices may reduce inequities affecting young children of color. Furthermore, it is important to increase access to training (e.g., preservice and continuing education) that will (1) enhance providers' knowledge of developmentally typical behaviors and appropriate and inclusive practices and (2) reduce burnout, particularly for less experienced providers and providers at center-based sites. Increased monitoring of early childhood suspensions (rather than only expulsions) can help align resources with childcare sites in need. Longitudinal studies evaluating the effects of policies and interventions that reduce suspensions and expulsions are needed.

Keywords: childcare; early childhood; expulsion; suspension.