Preschool children subjected to suspension and expulsion miss valuable educational opportunities and are more likely to experience academic failure and grade retention. These forms of exclusionary discipline are more frequent in preschool settings than in K–12 education classrooms. Previous research has examined the prevalence and influencing factors of exclusionary discipline in early childhood settings, but less is known about what this looks like in a well-resourced state-funded preschool program that includes characteristics that have been shown in prior research to be associated with reducing the likelihood of exclusionary discipline incidents (e.g., low student–teacher ratios, program resources to assist teachers in managing child behaviors). This study examines reports of exclusionary discipline actions in a large, well-resourced, state preschool program for low-income 4-year-olds and examines whether report of these disciplinary actions varies by teacher characteristics. The study also reports teachers’ reasons for engaging in these practices. Data are drawn from annual surveys of 147 teachers working in the state preschool program from 2016 to 2018. We find that at least one child was subject to some form of exclusionary discipline in more than a quarter of responding teachers’ classrooms. Suspension was the most common form of exclusionary discipline. Teachers with fewer years of experience teaching preschool were more likely to report engaging in exclusionary discipline than more experienced teachers. Concerns regarding the safety of the child, the child’s peers, or program staff were cited by nearly all teachers as a reason for using exclusionary discipline.

被停学和开除的学龄前儿童会错过宝贵的教育机会，更有可能出现学业失败和保留成绩的情况。这些形式的排他性纪律在学前班环境中比在 K-12 教育课堂中更为频繁。先前的研究已经研究了早期儿童环境中排斥性纪律的普遍性和影响因素，但对于资源丰富的国家资助的学前教育计划的情况知之甚少，该计划包括先前研究中显示的与儿童相关的特征降低发生排斥性纪律事件的可能性（例如，学生与教师的比例低，计划资源帮助教师管理儿童行为）。本研究在一个大型的、资源丰富的、针对低收入 4 岁儿童的州立学前计划，并检查这些纪律处分的报告是否因教师特征而异。该研究还报告了教师参与这些实践的原因。数据来自对 2016 年至 2018 年在州立学前计划中工作的 147 名教师的年度调查。我们发现，在超过四分之一的受访教师课堂中，至少有一个孩子受到某种形式的排斥性纪律处分。停学是最常见的排他性纪律形式。与经验丰富的教师相比，学龄前教育经验较少的教师更有可能参与排他性纪律。几乎所有教师都将担心孩子、孩子的同龄人或项目工作人员的安全作为使用排他性纪律的理由。