Charis L. Wahman , Elizabeth A. Steed , Karen Houston , Julianne Daniel , Briana J. Williams , Maddy Esterer
{"title":"Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion","authors":"Charis L. Wahman , Elizabeth A. Steed , Karen Houston , Julianne Daniel , Briana J. Williams , Maddy Esterer","doi":"10.1016/j.ecresq.2024.05.010","DOIUrl":null,"url":null,"abstract":"<div><p>Family perspectives about their child's suspension and expulsion have been understudied. This qualitative study used focus group methodology and individual family interviews to explore the perspectives of families with a child who was suspended or expelled from an early childhood classroom. Participants in this study were twenty caregivers who were the biological or adoptive parents of a preschooler who was suspended or expelled. Findings extend the field's knowledge on the emotional experiences of families and suggest the need for healing-centered practices that include clear and rapid communication systems, effective support for children with specialized needs, and equitable policies that stop implicit biases in discipline decisions. Implications for practice, policy, and future research are discussed.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"68 ","pages":"Pages 214-224"},"PeriodicalIF":3.2000,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885200624000632","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Family perspectives about their child's suspension and expulsion have been understudied. This qualitative study used focus group methodology and individual family interviews to explore the perspectives of families with a child who was suspended or expelled from an early childhood classroom. Participants in this study were twenty caregivers who were the biological or adoptive parents of a preschooler who was suspended or expelled. Findings extend the field's knowledge on the emotional experiences of families and suggest the need for healing-centered practices that include clear and rapid communication systems, effective support for children with specialized needs, and equitable policies that stop implicit biases in discipline decisions. Implications for practice, policy, and future research are discussed.
期刊介绍：
For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.
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