The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and ‘soft’ expulsions. Teachers also reported that they continued to be overwhelmed and frustrated by students’ behavior they found challenging, and felt they needed additional supports to effectively meet children's needs. These findings help us understand the need for more comprehensive policy reform, and continued support for teachers so that as we work to eliminate exclusionary practices, we provide teachers with a toolkit of inclusive, anti-biased, proactive, and preventative strategies they can use in its place to promote social emotional competence and prevent 'challenging' behavior.

中文翻译：

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探索幼儿期的排斥性做法如何持续存在于多重边缘化儿童中


本研究的目的是严格审查 14 名早期教育工作者对其课堂纪律政策和程序的描述。使用 DisCrit 镜头来调查被边缘化的幼儿是否以及如何仍然遭受排斥。参与者描述了排他性纪律政策和程序的使用，例如停学和“软”开除。教师们还报告说，他们仍然对学生的挑战性行为感到不知所措和沮丧，并认为他们需要额外的支持才能有效满足孩子们的需求。这些发现帮助我们了解需要进行更全面的政策改革，并继续为教师提供支持，以便在我们努力消除排斥性做法时，为教师提供一个包含包容性、反偏见、主动性和预防性策略的工具包，他们可以在这些策略中使用它可以促进社交情感能力并防止“挑战”行为。