Connecticut has been at the forefront of the national movement to reduce suspensions and expulsions of young children in recent years. School suspensions and expulsions can be harmful for children, particularly in the earliest grades. When a young child’s challenging behavior is met with exclusionary discipline rather than behavioral health support they are at greater risk for negative outcomes in the areas of social-emotional development, behavior, health, and education.
In 2015, Connecticut was the first state to pass legislation (PA 15-96) to ban suspension or expulsion of children in preschool through 2nd grade, except in cases where the child’s conduct is “of violent or sexual nature” that endangers the child or others. The legislation was passed in response to a Connecticut State Department of Education (CSDE) report showing a disturbing 10.6% rise in suspensions of children under age seven from the 2012-2013 to 2013-2014 school year.
Despite this legislative ban, many schools continue to suspend young children, particularly young boys of color. CSDE data from the 2015-16 school year indicates 1,674 children were suspended in preschool through Grade 2. Seventy-two percent of these children were Black or Hispanic (1,198) and 58.5% were Black or Hispanic boys (979). The majority of the reported incidents were for disrespect, disruption and insubordination. Research demonstrates that many school behavioral problems occur among youth with trauma histories and diagnosable behavioral health conditions. To fully achieve the requirements of PA 15-96, schools need a comprehensive trauma informed approach that effectively addresses challenging behaviors and meets students’ underlying needs, without resorting to suspensions and expulsions. That approach should include training for school personnel, implementation of alternative in-school disciplinary practices, family engagement, screening for health and mental health concerns, and strengthening connections to community-based services and supports including trauma-informed mental health interventions.
[For more on this story, go to https://www.chdi.org/index.php...support-early-grades]
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