Abstract
The purpose of this exploratory qualitative study was to examine how the perceptions and experiences of teachers relate to the suspension and expulsion of preschoolers in Catholic schools.Results indicated that teachers have a range of experiences with suspension, from children being removed from the classroom temporarily to out-of-school suspensions lasting up to a week. Most participants also had experienced expelling a student because of behavior. Patterns that emerged from the data included a frequency of extreme behavior from some children, the application of various strategies in response to challenging behavior, the use of exclusionary discipline when other strategies did not work, and a resistance to change practices without additional supports. Implications for research and practice are discussed.
DOI
10.15365/joce.2601042023
First Page
62
Last Page
82
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
O'Grady, C. & Ostrosky, M. M. (2023). Exclusionary discipline in early childhood. Journal of Catholic Education, 26(1), 62–82. http://10.15365/joce.2601042023
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