Demonstrating the Links

between
Research, Practice & Policy
in Early Childhood Mental Health

June 16, 2009

NAEYC Office of Applied Research

18th National Institute for Early Childhood Professional Development

Charlotte, North Carolina
 “Expulsion” from Preschool?

• The Expulsion Question

– Over past 12 months

– Required terminating
participation in program

– Behavioral problem

– No transition to more
appropriate setting

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 PreK Expulsion Results: Nation
• 10.4% of PreK teachers expelled at least 1 child
in past year due to behavior problems

• 1 child (78%); 2 children (15%);

3 children (6%); 4 children (1%)

• PreK Expulsion Rate = 6.7 / 1,000

• K-12 Expulsion Rate = 2.1 / 1,000

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Child Care Expulsion Rates
• Child Rates
– Detroit, MI (Grannan et al., 1999; n=127; 28%)
• Rate = 28/1,000

– Massachusetts (Gilliam & Shahar, 2006; n=119; 64%)

• Rate = 27/1,000 (39% Classes)

– Massachusetts (MA DOE, 2003; n=764; ?%)

• Rate = 2% expelled; 1% “suggested,” 1% transferred

– Colorado (Hoover, 2006; n=1,075; 17%)

• Rate = 10/1,000

• Center/Classroom Rates
– Chicago, IL (Cutler & Gilkerson, 2002; n=195 I/T; 38%)
• Rate = 42% of Centers

– Alaska (Alaska CCPO, 2005; n=493; 71%)

• Rate = 35% Centers

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Expulsion Rates (per 1,000)

Gilliam, WS & Shahar, G (2006). Preschool and child care expulsion and suspension:
Rates and predictors in one state. Infants and Young Children, 19, 228-245.
Gilliam, WS (2005). Prekindergarteners left behind: Expulsion Rates in state
prekindergarten programs. FCD Policy Brief, Series No. 3. Available: www.fcd-
us.org/resources/resources_show.htm?doc_id=464280
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State PreK Expulsion Rates

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Classroom characteristics may
contribute to (or fail to help)
challenging behaviors.

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 Length of School Day
Predicts Expulsion
13.2%

% Classrooms Expelling
9.0%

7.1%

Half-Day School-Day Extended-Day

Length of Day
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 High Child-Teacher Ratio
Predicts Expulsion
12.7%

% Classrooms Expelling 9.8% 10.5%

7.7%

Under 8 8 to 9 10 to 11 12 and Up

Number of Children Per Teacher

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 Group Size & Teacher Stress
Predict Expulsion (Child Care)

46.9% 50.0%
% Classrooms Expelling
45.7%

12.0%

High Size Low Size High Size Low Size

Low Stress High Stress High Stress Low Stress

Class Size & Teacher Stress

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Worksheets, Flashcards &
Rate of Expulsion
30%

25%

20%
16.1%
15% 12.6%
11.9% 12.4%12.5%

10% 9.2% 9.0% 8.5%

5%

0%
Almost A Few Times About About
Every Day per Week 1/Week 1/Month or
Never
Worksheets Flashcards
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Dramatic Play Frequency &
Rate of Expulsion
30%
25.5%
25%

20%
15.4%
15%
12.5%

10% 9.4%

5%

0%
Almost A Few Times About About
Every Day per Week 1/Week 1/Month or
Never
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Teacher depression & job stress
also predict expulsion.

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 Teacher Job Stress
Predicts Expulsion
14.3%

% Classrooms Expelling
9.3%

4.9%

Low Stress Average Stress High Stress

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 Increased interest in
early childhood
mental health consultation

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 Behavioral Consultation
Predicts Decreased Expulsion
14.3%

% Classrooms Expelling
10.3%

8.0%

No Access On-Call Access On-Site Access

Access to Behavioral Support Staff

Gilliam, WS (2005). Prekindergarteners left behind: Expulsion rates in state

prekindergarten programs. FCD Policy Brief, Series No. 3.

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Early Childhood Consultation Partnership
• Created in 2002 – Combination of State
(DCF/SDE) and Private (CHDI) Funds

• Admin -Advanced Behavioral Health

• Available to Child Care and ECE

Programs Serving 0- to 5-Year Olds

• Services Requested by Child Care

Directors (Teachers & Parents)

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 ECCP Results
Conners Oppositional Conners Hyperactivity

75 75

70 70

65 65

60 60

55 55

50 50
Pretest Posttest Pretest Posttest

ECCP Control ECCP Control

(F = 10.68**; d = 0.57) (F = 10.62**; d = 0.51)

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Oppositionality
% Significantly Impaired

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Work Supported by:
• Child Health and Development Institute of
Connecticut (CHDI)
• Connecticut Department of Children & Families
• Connecticut Department of Education
• Foundation for Child Development
• Pew Charitable Trusts
National Institute for Early Education Research
• A.L. Mailman Family Foundation
• Schott Foundation for Public Education

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For copies of complete reports and
policy briefs
Please visit: ziglercenter.yale.edu

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Walter S. Gilliam, PhD
Director,
The Edward Zigler Center in Child Development and Social Policy
Child Study Center
Yale University School of Medicine
230 South Frontage Road
PO Box 207900
New Haven, CT 06520-7900

Phone: 203-785-3384
Email: walter.gilliam@yale.edu

ziglercenter.yale.edu
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