eNotes on Expulsion and Suspension

In Young children misbehave. Some are suspended for acting their age, a Hechinger Report analysis of school discipline data from 20 states found widespread use of suspensions for students of all ages for ill-defined, subjective categories of misbehavior, such as disorderly conduct, defiance and insubordination. Suspension can be particularly damaging when doled out to younger students, said Iheoma Iruka, a professor of public policy at the University of North Carolina-Chapel Hill. Being kicked out of the classroom can fracture kids’ trust in their teachers and the institution early on. Those early impressions can stay with students and cause long-lasting harm, Iruka said, particularly to students for whom school is the most consistent part of their lives.

Office of Special Education Programs (OSEP) Director Valerie Williams has begun a Discipline and Behavior series to highlight effective and equitable disciplinary practices for children with disabilities. The initial discussion, "The Impact and Harm of Exclusionary Discipline," provides an overview of the importance of adhering to the Individuals with Disabilities Education Act (IDEA) requirements to prevent the disproportionate suspensions of children with disabilities, particularly children of color. Williams says, “We cannot suspend our way to better behavior, but we can invest in what works... When we pair these tools with leadership and motivation to have honest and reflective discipline discussions, the outcomes can be powerful for children with disabilities and their families.” The blog series will continue with topics such as informal removals, alternatives to exclusionary discipline, and proactive approaches to supporting a child’s behavioral needs.

Archived recordings of the In Pursuit of Equity in Early Intervention/Early Childhood Special Education (ECSE) series are available for viewing. The five-part series, hosted by the Division of Exceptional Children (DEC) and ECTA, features experts in the field of early childhood special education and early intervention such as Sheresa Boone Blanchard, Ph.D., Jen Newton, Ph.D., Gloria Neal and Rosemarie Allen, Ed.D., who present on ways to disrupt the pervasive inequities of our systems. Topics include troubling notions of "at risk," challenging biases about families in home-based services, suspension and expulsion in early childhood settings, counteracting racism and ableism in early childhood systems, and engaging in systems change in pursuit of equity. Staff can sign up to review the full set of three archived videos. Two upcoming webinars remain in the series.