Families’ Experiences of Early Childhood Expulsion Among Children Receiving Services, Supports, and/or Therapies

Children with disabilities and/or developmental delays who are receiving individualized supports, related services, and/or therapies are disproportionately expelled from child care and preschool across the United States. Honoring parents’ experiences, this qualitative study explored how nine parents of young children who were receiving individualized supports, related services, and/or therapies made sense of their child’s expulsion from an early childhood education program. Specifically, we explored how parents’ perceptions of why their child was excluded and how they described the events and processes leading to the expulsion. Findings revealed that young children’s expulsions often occurred in the context of a formal expulsion and were due to unmet communication, sensory, and regulatory needs rather than willful misbehavior. Families reported that despite early disclosure of diagnoses and engagement with services, programs offered minimal accommodations, inconsistent collaboration, and limited support. Specifically, families perceived their preschoolers’ expulsion as a process shaped by systemic constraints, including large class sizes, rigid routines, and lack of access to developmental consultation. Our study highlights efforts to reduce early childhood expulsion require investment in educator preparation, early childhood mental health consultation, and family-centered collaboration that frames inclusion as equity in action.