Public School Discipline Policies and Practices in the United States: Implications for Early Childhood Classrooms

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-15 - Young Children's Agency, Identity, Self-Regulation, and Executive Function

Abstract

This research explores state-level conduct and discipline policies across the United States in order investigate the intersections between the guidance recommendations for early childhood students from NAEYC (2009), the U.S. Department of Education (2014), and adopted educational policy. To develop a robust understanding of state-level policies, we utilized a thematic content analysis to explore each state’s conduct and discipline policy statement. In this writing, we explore the ways in which state-level conduct policies contribute to, address, or work to curb the rising number of expulsions and suspensions of preschool and kindergarten students from public school classrooms. We conclude this paper with recommendations for policy actions that serve to support young children and families in public school settings.

Authors

• Nicole V.B. Austin, Alabama A&M University

• Rebecca John, Old Dominion University

• Angela L. Eckhoff, Old Dominion University

• Peter Baker, Old Dominion University