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“No Intervention, Just Straight Suspension”: Family perspectives of suspension and expulsion

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  • Wahman, Charis L.
  • Steele, Tiffany
  • Steed, Elizabeth A.
  • Powers, Lisa

Abstract

Research has revealed disproportional rates of preschool suspension and expulsion for children with disabilities and children who are racially/ethnically diverse. There is less known about the impact of preschool suspension and expulsion on the family unit. This qualitative study used focus group methodology and individual family interviews to explore the perspectives of families with a child who was suspended and/or expelled from a preschool setting. The ecological systems framework was used to analyze findings regarding how families viewed their child’s suspension and expulsion from school. Implications suggest the need for vast school reform that include teacher training on alternative discipline measures, a systematic focus on family-professional partnerships, and equitable policies that support the belonginess of Black children in schools.

Suggested Citation

  • Wahman, Charis L. & Steele, Tiffany & Steed, Elizabeth A. & Powers, Lisa, 2022. "“No Intervention, Just Straight Suspension”: Family perspectives of suspension and expulsion," Children and Youth Services Review, Elsevier, vol. 143(C).
    • Handle: RePEc:eee:cysrev:v:143:y:2022:i:c:s0190740922003140
    DOI: 10.1016/j.childyouth.2022.106678
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    References listed on IDEAS

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    1. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
    2. Gibson, Priscilla A. & Wilson, Robert & Haight, Wendy & Kayama, Misa & Marshall, Jane M., 2014. "The role of race in the Out-of-school suspensions of black students: The perspectives of students with suspensions, their parents and educators," Children and Youth Services Review, Elsevier, vol. 47(P3), pages 274-282.
    3. Mizel, Matthew L. & Miles, Jeremy N.V. & Pedersen, Eric R. & Tucker, Joan S. & Ewing, Brett A. & D'Amico, Elizabeth J., 2016. "To educate or to incarcerate: Factors in disproportionality in school discipline," Children and Youth Services Review, Elsevier, vol. 70(C), pages 102-111.
    4. Haight, Wendy & Gibson, Priscilla A. & Kayama, Misa & Marshall, Jane M. & Wilson, Robert, 2014. "An ecological-systems inquiry into racial disproportionalities in out-of-school suspensions from youth, caregiver and educator perspectives," Children and Youth Services Review, Elsevier, vol. 46(C), pages 128-138.
    5. Anyon, Yolanda & Jenson, Jeffrey M. & Altschul, Inna & Farrar, Jordan & McQueen, Jeanette & Greer, Eldridge & Downing, Barbara & Simmons, John, 2014. "The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes," Children and Youth Services Review, Elsevier, vol. 44(C), pages 379-386.
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