Exploring how early childhood exclusionary practices persist for multiply marginalized children

Courtney E. O'Grady, Michaelene M. Ostrosky, Catherine Corr, Erica Roy

Research output: Contribution to journalArticlepeer-review


The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and ‘soft’ expulsions. Teachers also reported that they continued to be overwhelmed and frustrated by students’ behavior they found challenging, and felt they needed additional supports to effectively meet children's needs. These findings help us understand the need for more comprehensive policy reform, and continued support for teachers so that as we work to eliminate exclusionary practices, we provide teachers with a toolkit of inclusive, anti-biased, proactive, and preventative strategies they can use in its place to promote social emotional competence and prevent 'challenging' behavior.

Original languageEnglish (US)
Pages (from-to)90-98
Number of pages9
JournalEarly Childhood Research Quarterly
StatePublished - Jul 1 2024


  • Challenging behavior
  • Discipline
  • Expulsion
  • Policy
  • Preschool

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science


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