The suspension and expulsion rates for our earliest learners is cause for attention and growing concern—particularly for children with, or suspected of having, a disability.
According to data released by the Office of Civil Rights, children with disabilities are more than twice as likely to receive an out-of-school suspension than children without disabilities at the K-12 level. Furthermore, these data indicate that more than one in four boys of color with a disability will receive an out-of-school suspension. The rate is nearly one in five for girls.
While alarming statistics, these numbers may only account for a small piece of a much larger puzzle. Data reported may not represent all the types of exclusionary practices, such as in-school suspension, out-of-school suspension, “soft” expulsion and expulsion, or the forms each of these actions could take in a student’s early years. The rate and usage of these exclusionary practices in private programs are not known.
Incomplete Data: Defining Suspension and Expulsion in Early Childhood Settings
Suspension and expulsion of children with, or suspected of having, a disability may not always be intentional. As such, currently available data may not provide a full picture of what these exclusionary practices really look like for children who need substantial services and supports:
- Some removals are not regarded as a form or suspension or expulsion. Sending a child to the director’s office or repeatedly asking the family to pick a child up early are not always considered as an example of suspension or expulsion. Consequently, these incidents may not be reported as part of current data collection efforts.
- Children removed from the classroom and/or program may not yet be identified as having a disability. According to a report published by the National Center for Learning Disabilities, one out of every five children with attention and learning challenges may not be formally diagnosed with a disability.
- Eligibility for services under the Individuals with Disabilities Act (IDEA) is determined by each state, so there is variability in the level of developmental delay required to qualify.
Unintended Consequences
Suspending and expelling children at these early levels, especially those with or suspected of having a disability, prevents access to much-needed services and supports and may even promote negative outcomes later in life.
As articulated in the joint policy statement from the U.S. Departments for Health and Human Services and Education, research data suggests that suspension and expulsion in the early years is associated with suspension and expulsion in later grades. The likelihood for academic failure, grade retention and dropping out is as much as 10 times more for children who have been suspended and expelled.
What Can Be Done
Children with, or suspected of having, a disability should not be suspended or expelled for reasons related to their disabilities.
Reasonable modifications to policies, practices and procedures to support the full participation of children with, or suspected of having, a disability and their families can be implemented by:
- Developing clear and consistent definitions for suspension and expulsion across early childhood settings, including clarifying examples.
- Providing continued professional development to ensure all those working with young children and their families are prepared and supported to handle the wide variation in what early learners—especially those with or suspected of having a disability—know and can be expected to do.
- Examining why children with, or suspected of having, a disability may act or behave in a certain way based on the characteristics associated with their identified or suspected disability.
- Recognizing that suspension and expulsions are adult decisions. Suspension and expulsion correlate more highly to program and teacher issues than to children’s actions. Lack of supports for teachers and staff, such as regular access to a behavioral or mental health consultant or coach, beliefs about discipline, and job stress are just a few program factors and teacher variables associated with increased rates of expulsion.
- Understanding the laws and standards relating to suspension and expulsion.
