Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion

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.