Examining staff practices for supporting students with persistent externalizing behavior challenges in head start

Children with persistent externalizing behavior challenges in Head Start often do not experience the same academic benefit as their peers and, left untreated, behaviors persist and contribute to adverse outcomes that disproportionately impact children from low-income and historically minoritized backgrounds. Persistent externalizing behaviors are highly stressful for early childhood educators, which often results in classroom removal, harsh discipline, and expulsion. This mixed-method study aims to (1) understand practices for children with externalizing behavior challenges and (2) understand perceptions of evidence-based strategies. Findings from quantitative survey analyses (n = 346) and qualitative focus groups (n = 59) reveal that early childhood educators generally use more universal strategies than targeted or individualized supports, and report use of emotional and reactive practices, including classroom removal, in addressing challenging behaviors. Early childhood educators are mixed in their perceptions of evidence-based classroom practices. Findings have important implications for service delivery, workforce support, and implementation planning in Head Start settings.