Preventing Preschool Expulsion
Rebecca Barclay, MD
PAL Associate Clinical Director
Preschool expulsion is an increasingly recognized risk factor for future life challenges. Consequences of expulsion include increased future likelihood of academic failure, recurrent expulsion and even incarceration. For every additional ACE risk factor, chance of expulsion increases. At-risk children then face even more challenges as a result.
If a teacher’s effort to correct challenging behavior is not successful and the teacher feels unsupported or overwhelmed, expulsion may be more likely to occur. Early identification of children at-risk of expulsion may allow a positive behavior plan to be in place before things escalate to crisis level. Consider reaching out to a teacher or preschool caring for any child with behavior challenges proactively to discuss behavioral strategies and offer support since feeling supported may reduce odds of expulsion.
Be vigilant about identifying any undiagnosed disabilities, such as a communication or language difficulty that may lead to behavioral methods of communication by the child. Follow up as to whether the family was able to access the recommended intervention or support as stressed families may be challenged to do this.
ADHD under-diagnosis and under-treatment can occur to African-American and Latino children. Be vigilant about using evidence-based algorithms to evaluate and treat mental health difficulties. If a treatment is not working or is not tolerated, discontinue it and proceed to next recommended treatment.
Consider referring the parents of any preschooler diagnosed with ADHD for parent management training. The therapist and family can work together to be responsive and collaborative in response to a school’s concerns. The therapist may advocate for effective or targeted supports, encourage empathy for the child, and empower the teacher to prevent exclusion of the child.
Consider preschool behavioral challenges as a mental health emergency. Work proactively to build a team to prevent expulsion and exclusion and its short and long-term consequences to the child, family and to society.
Sources:
Martin, et al. Teachers perceptions of childcare and preschool expulsion. Children & Society, 18 May 2017.
Zinsser, et al. Utilizing social-emotional learning supports to address teacher stress and preschool expulsion. Journal of Applied Developmental Psychology, 21 February 2017.
Zeng, et al. Adverse childhood experiences and preschool suspension expulsion. Child Abuse & Neglect, November 2019.
Coker et al. Racial and ethnic disparities in ADHD diagnosis and treatment. Pediatrics, September 2016.
Pliszka and AACAP Workgroup on Quality Issues. Practice Parameter for the Treatment of Children and Adolescents with ADHD. JAACAP, July 2007.
Stegelin. Preschool Suspension and Expulsion. Institute for Child Success. December 2018.
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Karen Deitrick joined the PAL Program as a social work consultant in late 2017. Born in London and raised between Maryland and England, she attended graduate school at the University of Maryland School Of Social Work and trained on the Adolescent Inpatient Unit of Sheppard and Enoch Pratt Hospital. Karen has worked in University of Maryland’s Dual Diagnosis program and Trauma Unit and has enjoyed working with adolescents, adults and families throughout her career. She left a private practice in Maryland to join her husband in Seattle.
