Poster #113 - How State Policies and Federal Orders Restricting Diversity and Inclusion Affect Early Care and Education

• In Event: Friday Poster Reception

Abstract

In recent years, U.S. states and the federal government have enacted or proposed policies and executive orders that restrict of limit diversity, equity, and inclusion (DEI) efforts in education. The early care and education (ECE) field has long been guided by DEI principles, given that its workforce is predominately shaped by women of color, child development research demonstrates the benefits of inclusive and equitable practices for young children’s outcomes, and professional organizations emphasize the importance of cultural and linguistic competence. As a result, the ECE field faces growing tension between navigating DEI-restrictive policies and upholding its commitments to delivering high-quality, equitable programming for young children and their families.

This poster presents research exploring whether and how state policies and federal orders restricting or limiting DEI in education are affecting the ECE field. The study addresses two research questions:

1. What is the prevalence and content of state policies and federal orders that restrict or limit DEI in education?
2. How are these policies and orders affecting ECE systems and the workforce?

An explanatory sequential mixed-methods design was implemented. To address the first research question, a policy analysis was conducted using legislative documents related to DEI that were introduced, enacted, vetoed, or failed from 2021 through 2025 across all 50 states and at the federal level. These documents were systematically collected and thematically coded. To address the second research question, qualitative thematic analyses were conducted using interview data from 10 systems leaders, as well as 17 ECE practitioners from all different states. Interviews focused on participants’ perceptions of DEI-restrictive policies and orders, changes to their work as a result of these policies and orders, and anticipated or observed implications for young children, families, the workforce, and ECE systems.

Findings from the policy analysis indicated that over 400 state policies and federal orders related to DEI have been proposed, with over 50 enacted to date. More than 20 states have enacted at least one DEI-restrictive policy, and 48 states have introduced such legislation. While many policies cite restrictions on “inappropriate content” or “divisive concepts”, their implementation varied, including restrictions on the use of public funds for DEI-related activities, classroom instruction and materials on DEI topics or that promote DEI, and curriculum addressing non-Western history or the Civil Rights Movement.

Interviews with systems leaders and practitioners are ongoing, with preliminary findings revealing variability in impacts across contexts. Most systems leaders anticipate long-term negative consequences for ECE systems, workforce sustainability, and children’s developmental outcomes, while some suggest these policies may have limited lasting effects. Practitioners largely reported continuing to advance DEI in their work but described increased confusion, fear, and administrative burden, raising concerns about workforce recruitment and retention in an already strained field.

Together these findings illustrate the pervasiveness of these policies in terms of prevalence and the negative consequences they could have or are already having on the early care and education field. Policy and practice implications for systems leaders and program/school directors – or those who hold decision-making power – will be discussed.

Authors

• Demi Siskind, Start Early
  Non-Presenting Co-Author

• Eghonghon Imarenezor, Start Early
  Presenting Author