Trauma-Informed Preschool Education in Public School Classrooms - Responding to Suspension, Expulsion, and Mental Health Issues of Young Children

Oct 15, 2026

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Rapid expansion of public-school preschool programs intensifies demands on administrators, teachers, and school professionals. Preschool mental health needs, along with suspension and expulsion, are addressed through a research review grounded in early trauma and adverse childhood experiences (ACEs). The review synthesizes evidence on how exclusionary discipline affects young children and highlights the benefits of high-quality preschool education. It also reviews policies and practices in exemplary programs offering mental health services, ACE-related support, and guidance for future policy and practice, with additional resources in an appendix.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction and Context

Expansion of Public-School Preschool Programs

Increasing Behavioral and Developmental Challenges

Trauma, Secondary Traumatic Stress, and Teacher Support

Secondary Traumatic Stress and Compassion Fatigue

Need for Comprehensive, Developmentally Informed Responses

Early Mental Health Awareness and ACEs

Policy and Practice Review and Recommendations

Exemplary Program Approaches

Future Recommendations and Appendix Resources

Trauma-Informed Preschool Education in Public School Classrooms: Responding to Suspension, Expulsion, and Mental Health Issues of Young Children Dolores (Dee) Stegelin, Carmen Leggett, Diane Ricketts, Misty Bryant, Chanci Peterson, and Andrea Holzner Abstract: The rapid expansion of public-school preschool programs significantly challenges America’s school administrators, teachers, and school professionals. The complex issues of preschool mental health needs, expulsion, and suspension are at the forefront. In the United States, schools are reporting rapidly increasing numbers of preschool programs, primarily in the form of 3K, 4K, and inclusion programs. This dramatic increase of young children in the public schools is a result of (a) research on the long-term cognitive and social benefits of high-quality early childhood programs, (b) federal and state legislation supporting state-funded preschool education, and (c) the continued need to support working parents via public-funded education for their young children. This article is a review of the research on preschool mental health and early trauma from adverse childhood experiences (ACEs), the impact of suspension and expulsion on preschool children, and the benefits of high-quality preschool programs in the public schools. Also included is a review of current policies and practices in exemplary public-school preschool programs related to mental health services, ACEs, suspension, and expulsion. Recommendations for future policy and practices for the preschool population are presented. Appendix B provides resources for school administrators and professionals. The issues of preschool mental health, suspension, and expulsion are timely ones as significant societal forces are converging to bring these important issues to the forefront (Carolan & Connors-Tadros, 2015). Public schools across the nation are reporting rapidly expanding preschool programs, primarily in the form of 3K, 4K, and inclusion programs (Bouffard, 2018). The growth in numbers of young children in the public schools is a result of a) recognition of the research-based and long-term benefits of high- quality early childhood programs, b) federal and state legislation supporting public-funded preschool education, and c) the continued need for support of working parents via public-funded preschool education (Heckman, 2017; Schweinhart et al., 2011). See Appendix A for applicable definitions. In the United States, childcare for most families is among the largest of their household expenses; thus, parents are supportive of public-funded preschool programs for their 3-to 5-year-olds (Whitehurst, 2018). In addition to the sheer growth of preschool programs in school settings from coast to coast (Bouffard, 2018), schools are reporting an increased incidence of behavioral and developmental challenges in the preschool population (Hancock & Carter, 2016). This is documented in the relatively high rate of preschool suspension and/or expulsion and is a practice that is often a last resort for the teacher and school administrator (Gilliam, 2005; Gilliam et al., 2016). The practice of suspension and expulsion reflects how difficult it is for teachers and administrators to sufficiently address challenging, complex, and sometimes disruptive child behaviors (Gilliam et al., 2016; Stegelin, 2018). The result is that many preschool children are unable to cope with or negotiate the demands of public-school preschool’s daily routines, structured environments, and academic expectations (Statman-Weil, 2015). Furthermore, teachers are reporting higher levels of stress and inadequate support to meet the needs of these children (Carolan & Connors-Tadros, 2015). Some professionals describe this phenomenon as a secondary traumatic stress reaction; teachers are absorbing and responding to the primary trauma of young children with whom they are working (Carolan & Connors-Tadros, 2015). Compassion fatigue, or secondary traumatic st

FAQs

What challenges do public-school preschool programs face regarding mental health, suspension, and expulsion?

Schools report rapidly increasing preschool participation alongside higher behavioral and developmental challenges. Preschool mental health concerns and the use of suspension or expulsion bring complex, time-sensitive decisions for administrators and teachers.

How do adverse childhood experiences (ACEs) relate to preschool outcomes?

ACE research links early trauma exposure with poorer physical and mental health outcomes later in life. The document emphasizes that young children experience mental health conditions that may stem from early traumatic experiences.

Why are suspension and expulsion described as last-resort practices?

The document describes suspension and expulsion as reflecting difficulty in addressing challenging behaviors with sufficient support and resources. It notes that teachers may struggle to manage complex child behaviors within structured preschool routines and expectations.

Oct 15, 2026

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