About this paper symposium

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Panel information
Panel 18. School Readiness/Childcare

Paper #1
Examining Early Childhood Expulsion Through a Trauma-Informed Lens
Author information	Role
Mia Chudzik, University of Illinois Urbana Champaign, United States	Presenting author
Catherine Corr, University of Illinois Urbana Champaign, United States	Non-presenting author
Abstract
Introduction: The prevalence of expulsion in early childhood settings remains a concern for the field, particularly for marginalized groups such as children with disabilities, children who have experienced trauma, and children of color. The purpose of this study was to explore, through a trauma-informed lens, early childhood expulsion on caregivers and their children. The research question driving this investigation was: In what ways does the experience of early childhood expulsion contribute to the (re)traumatization of children and their caregivers? Methods: This study was guided by the Substance Abuse and Mental Health Services Administration’s (SAMHSA) approach to trauma-informed care. Therefore, we examined how early childhood programs did [or did not] realize the widespread impact of trauma, recognize the signs and symptoms of trauma children were experiencing, respond by integrating trauma-informed practices, and resist re-traumatizing children and families during the expulsion process. We conducted semi-structured interviews with 26 caregivers (i.e., mothers, fathers, grandparents, and foster parents) to understand their experience with expulsion in a variety of early childhood settings. The majority of participants identified as White (n = 23). Most participants had a middle-class socioeconomic status (n = 25), were between the ages of 26-48, and identified as female (n =24). The majority of the children who experienced expulsion were male (n = 19), and a large proportion of the children had an identified disability (n = 22). We followed Miles et al., (2021) to analyze the data for our analysis. First, we used versus and descriptive coding (Saldana, 2021) to code each interview transcript. Then, we created a deductive coding scheme using the four components of SAMHSA’s framework of trauma-informed care. Finally, we also used inductive descriptive coding to create four additional codes to capture participants’ experiences that were not represented in SAMHSA’s framework. After coding was complete, two research team members reviewed each excerpt to ensure it was properly coded and re-coded as necessary. Finally, three members of the research team independently developed key findings from the data and then came together to discuss and decide on the final key findings, using coded excerpts as evidence for each finding. Results: We identified three main themes and associated sub-themes that align with SAMHSA’s framework of trauma-informed care: (a) ECE programs are unprepared to support children who have experienced trauma using a trauma-informed approach, (b) Expulsion as a source of trauma for children and caregivers, and (c) Systemic issues contribute to the trauma that children and caregivers experience after expulsion. These findings highlight ways in which early childhood practices, programs, and policies may cause trauma or contribute to the re-traumatization of children and families through everyday practices and policies. In addition, these findings suggest the need for early childhood teachers and programs to understand trauma and create trauma-informed early childhood environments.

Paper #2
The Role of Inclusion-Focused Teacher Training in Promoting Inclusive Classroom Practices.
Author information	Role
John Borrero, Ph.D., University of Illinois at Chicago, United States	Presenting author
Katherine Zinsser, University of Illinois at Chicago, United States	Non-presenting author
Timothy Curby, George Mason University, United States	Non-presenting author
Joanna Skourletos, University of Illinois at Chicago, United States	Non-presenting author
Catherine Main, University of Illinois at Chicago, United States	Non-presenting author
Abstract
Children with disabilities are suspended and expelled at disproportionately high rates (Zeng et al., 2020), as are children who have experienced trauma or are living with mental health support needs (Zeng et al., 2019). In an early childhood classroom, unmet needs can manifest in behavioral challenges, such as acting out, withdrawal, or disruptions in the classroom (Gleason, et al., 2017). Without training or support in understanding these behaviors, teachers may resort to punitive measures, supporting a cycle where children are punished or removed from a classroom when they would most benefit from individualized instruction (Zinsser et al., 2022). When teachers successfully engage in inclusive practices, children with disabilities and mental health needs can benefit academically and socially from early educational experience (Buysse et al., 1999). Despite the importance of these inclusive and supportive teaching practices, few teacher preparation programs provide teachers with explicit training in this area, which may contribute to disparities in discipline. The current study seeks to evaluate the effectiveness of a 12-week inclusive teaching course, part of an alternative licensure program. Teachers working in high-need Chicago preschools (N=60) across two cohorts completed the course. They were mostly women (98.49%) of color (57.58% Black or African American, 28.79% Latina) and had, on average, 15.2 years of prior early childhood teaching experience. The program included bi-weekly coursework structured as professional learning communities and individualized supportive coaching (Figure 1). The course provided educators with knowledge and strategies to integrate children with diverse needs into their classrooms. It covered curriculum planning, collaborative practices, and meaningful observations. Additionally, educators received targeted support from their mentors around individualization and behavior management. The final presentation of this paper will include analyses of data from three time points (admission, pre-inclusion, and post-inclusion) as well as attendance and admissions records. The pre-post surveys included 45 Likert-style questions capturing participants' agreement with statements in five areas related to inclusion knowledge, confidence, and practices. One year before the inclusion semester (at admission into the program), participants also completed a baseline shortened version of the pre-post survey, allowing us to assess change before and during the focal semester. Preliminary paired-sample t-tests of pre- and post-survey results from the first cohort (Table 1) indicate that participating teachers felt more knowledgeable, confident, and capable of advocating for their students with disabilities. They also reported significant improvement in their trauma-informed attitudes in the classroom, as measured by the ARTIC (Baker et al., 2015). Final analyses using the full sample will also test for stability in teachers’ beliefs and practices prior to the start of the inclusion-focused semester to enhance our causal inference. This study demonstrates the potential impact of directed training for teachers on inclusion and trauma-informed care practices at the pre-licensure level. By equipping teachers with the skills, knowledge, and confidence to support and advocate for the children in their classroom with disabilities, delays, and unmet mental health and behavioral needs, programs such as this can potentially disrupt the preschool-to-prison pipeline that disproportionately affects children with disabilities.

Paper #3
Preventing Expulsion in Preschool: A Strengths-Based, Cognitive Behavioral Training to Reduce Early Childhood Exclusion
Author information	Role
Elyse Shenberger, University of Illinois at Chicago, United States	Presenting author
Abstract
Introduction: Preschoolers are excluded from early childhood education at an alarming rate, for largely developmentally typical behaviors (Zeng et al., 2019; Dunlap et al., 2017). Boys, Black children, and children with disabilities are excluded disproportionately more than their peers (Meek et al., 2020). In 2018, Illinois enacted legislation to limit formal expulsion; however, children are still pushed out of programs, and teachers are burned out (Zinsser et al. 2021). Many children at-risk for exclusion are referred for clinical interventions which are time intensive and center children as the problem, when we know exclusions are due to adult decisions (Gilliam, 2005). This proposal evaluates a novel teacher training—Preventing Expulsion in Preschool (PEP)—designed to increase awareness of exclusionary discipline and provide skills to reduce these practices. We predicted that PEP training would decrease exclusionary discipline by improving trauma-informed attitudes and increasing teacher’s ability to regulate their own emotional reactions to children’s behaviors. PEP is an asynchronous, virtual, micro course for preschool teachers providing didactics on exclusion in Illinois and trauma-informed social- emotional development, and skills for self-regulation and coping in response to a child’s behavior. The skills component is adapted from evidence-based parent-training with strong efficacy for helping parents manage difficult behaviors. Training content included videos, readings, case examples, worksheets, and reflection questions, and was aligned with principles of adult learning theory. It was also approved by Illinois’ continuing education platform, Gateways to Opportunity and carried continuing education credits. Methods: N = 41 Illinois teachers completed the evaluation of PEP. Participants were largely female, lead teachers who identified as Black/African American (50%) and/or Hispanic/Latinx (21.43%), and, on average, had 16.18 years of experience. Teachers were evaluated pre-training (T1), immediately post-training (T2), and 3-months post-training (T3) to assess content knowledge, feedback about the training trauma-informed attitudes about children’s behaviors, stress levels, classroom practices, and exclusionary discipline practices. Teachers were compensated with $20 gift cards for completing 3-month surveys. Results: Qualitatively, the training was well-received, and teachers felt the training was an appropriate length, useful, and a good use of time (see Table 1). Mixed effects models (see Table 2) showed a significant increase in trauma-informed attitudes from T1 to T2, which were sustained at T3. Similarly, teacher’s confidence in and use of positive teaching strategies also increased, although inappropriate classroom management strategies also increased from T1 to T3. Teacher’s reported self-care significantly increased, and their perceived stress trended downwards from T1 to T3, indicating improved ability to self-regulate. Most importantly, teacher’s exclusionary practices decreased. Teachers reported a significant decrease in expulsion, in-school exclusion (e.g., sending a child to another classroom or director’s office), and out-of-school exclusion (e.g., calling parents for early pick-up, missing a field trip) 3-months following the training. Ultimately, these results indicate that this training was not only feasible and well-liked by early educators, but a useful and effective tool at increasing classroom inclusion. As such, PEP training is recommended for dissemination in Illinois.

Paper #4
Strengthening Reflective Capacity and Shifting Perceptions of Child Behavior to Increase Inclusion
Author information	Role
Tiffany Burkhardt, Ph.D., University of Chicago, United States	Presenting author
Erin D. Carreon, University of Chicago, United States	Non-presenting author
Julie Spielberger, University of Chicago, United States	Non-presenting author
Abstract
Introduction: About one-fifth of young children in early care and education settings experience serious social-emotional difficulties, and many more have behaviors that interfere with their learning and development and present challenges to teachers (Davis & Perry, 2014; Egger & Angold, 2006; Gilliam, 2005). Without sufficient training and support, early childhood teachers struggle to respond appropriately to children’s behaviors, using exclusionary disciplinary practices like suspension and expulsion at higher rates than K-12 teachers (Gilliam, 2005; U.S. Department of Health and Human Services & U.S. Department of Education, 2014; Zinsser et al., 2022). Teacher stress and negative perceptions of child behavior are associated with exclusionary practices (Loomis et al., 2023; Zinsser et al., 2022). Supporting teacher well-being and shifting negative perceptions may facilitate healthy, inclusive social-emotional classroom climates and prevent the use of exclusionary discipline in early childhood programs. Infant and early childhood mental health consultation (IECMHC) is one approach with potential to reduce rates of expulsion in early childhood settings. IECMHC is a relationship-based support designed to improve the knowledge and skills of early childhood professionals to promote children’s mental health (Cigala et al., 2019; Heller & Gilkerson, 2009; Osofsky & Weatherston, 2016). The Illinois model of IECMHC was piloted in four diverse communities in Illinois. Using a mixed-methods, matched-comparison group design, the evaluation tested the following hypothesis: Early childhood staff who receive IECMHC will have improved well-being, a healthier classroom climate, and more positive perceptions and developmentally appropriate expectations of child behavior. Methods: The current study focuses on the 18 early care and education centers (12 intervention, 6 comparison) that participated in the pilot for a total population of 265 early childhood teachers. The study included staff surveys, classroom observations, and child assessments at 4 time points. Surveys measured teachers’ reflective capacity, burnout, depression, self-efficacy, and supervisory relationships (n = 120). Observations rating mental health climate were conducted in the classrooms of a subsample of 28 teachers who completed assessments on a subsample of children (n = 136). Data were analyzed using linear mixed modeling to account for the nested longitudinal data. Results: The intervention had a positive effect on classroom climate and teacher reflective capacity. In classrooms where teachers received IECMHC, behavior management improved through use of clear and consistent rules and positive behavior strategies (see Table 1, Directions and Rules). Teachers who received IECMHC were also more likely to attend to children equitably and provide individualized support (see Table 1, Equity). Receiving IECMHC was associated with teachers’ greater reflective capacity over time (β = −.09, p = .033). Higher levels of teacher reflective capacity predicted lower teacher stress associated with child behavior (β = −0.29, p = .047) and fewer behavioral concerns for children (β = −2.86, p = .032; see Table 2). Discussion: Findings support the theory of change that IECMHC can change both teacher practices to better support children’s social and emotional development and teacher perceptions of children’s behavior. Providing IECMHC to early childhood teachers may strengthen their reflective capacity, leading to lower teacher stress and shifts in teachers’ perceptions of child behavior.

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